OK, so after. Schooling. In our local. Uh, down. Then I have uh. Done my BSc in. From Tamradhwaj Mohabbate. Or with the Sagar University. Then I have. Done MSC in from IIHTC port.

OK, so after. Schooling. In our local. Uh, down. Then I have uh. Done my BSc in. From Tamradhwaj Mohabbate. Or with the Sagar University. Then I have. Done MSC in from IIHTC port. And and then I have done my PhD. From a Jedi. Prior Raj and then I have. I was three month visiting scientist at ISAI Bangalore then. Uh, then I watch, uh. One year postdoctoral fellow at Aizar Mohali. Then I. I have working for eight-month at. NITC scheme as a temporary faculty.

OK, so after. Schooling. In our local. Uh, down. Then I have uh. Done my BSc in. From Tamradhwaj Mohabbate. Or with the Sagar University. Then I have. Done MSC in from IIHTC port. And and then I have done my PhD. From a Jedi. Prior Raj and then I have. I was three month visiting scientist at ISAI Bangalore then. Uh, then I watch, uh. One year postdoctoral fellow at Aizar Mohali. Then I. I have working for eight-month at. NITC scheme as a temporary faculty. And now I am a postdoctoral fellow. Add a Niger.

Alright, so you completed your BSc at Tamradhwaj Mohabbate and your MSc at IIHTC Port. You were saying?

You mentioned teaching as temporary faculty at NITC Scheme. What mathematics course did you most enjoy teaching there, and what made it rewarding for you?

Alright, so after your PhD and postdoc experiences, now you're a postdoctoral fellow at Aniger. When you were teaching as temporary faculty, what was the most challenging concept you had to explain to undergraduate students, and how did you approach it?

So if you say one of the most challenging. Say that was the. Uh, that was the, uh, concept. Top. Maybe. There is a theorem that. Every sequence. Has a monotone subsequent. OK, so. That is one of the things. Some conceptual things is there. So. That is a little bit challenging to a for a. B.Tech or BSc student to understand that. What? That is the one of the thing. Should I explain that?

Okay, so you're talking about the theorem that every sequence has a monotone subsequence — that's definitely a tricky concept for B.Tech or BSc students. Yes, please go ahead and explain how you helped them grasp that idea.

OK, so. Uh, first of all. We just starting with the sequence, OK. So. Now we take. That. We consider. We have to find out it is. It has a. Monotone subsequence. That means either it is monotone increasing or monotone. First of all, this sequence is a monotone increasing. Then they. There's nothing to do because. Itself, the sequence itself. A subsequent SO that has a monotone subsequent if it is not monotone. OK.

OK, so. Uh, first of all. We just starting with the sequence, OK. So. Now we take. That. We consider. We have to find out it is. It has a. Monotone subsequence. That means either it is monotone increasing or monotone. First of all, this sequence is a monotone increasing. Then they. There's nothing to do because. Itself, the sequence itself. A subsequent SO that has a monotone subsequent if it is not monotone. OK. We take the first element. If the sequence is an, we take a one. OK. Cool next element. We just take. Construct A subsequent BN OK. So. Second now. 2 will be the element.

OK, so. Uh, first of all. We just starting with the sequence, OK. So. Now we take. That. We consider. We have to find out it is. It has a. Monotone subsequence. That means either it is monotone increasing or monotone. First of all, this sequence is a monotone increasing. Then they. There's nothing to do because. Itself, the sequence itself. A subsequent SO that has a monotone subsequent if it is not monotone. OK. We take the first element. If the sequence is an, we take a one. OK. Cool next element. We just take. Construct A subsequent BN OK. So. Second now. 2 will be the element. Which is less than A1. OK, so. So B2 will be the element. Uh. OK, so let me think sometime. So. B2 will be the. Element which is. Let me give some time, I just thi think about something.

Alright, so if the sequence is already monotone, it's straightforward. But if it's not monotone, students struggle to see how you can always find a monotone subsequence—how did you break down that part for them?

Alright, so you started by breaking down the concept from the basics, then constructed subsequences to illustrate monotonicity. When students still struggled, did you use any physical analogy or visual aids to help them make sense of the theorem?

Alright, you broke down the sequence and started constructing the monotone subsequence step by step. You were about to describe how you guide students through finding either an increasing or decreasing subsequence—go ahead, take your time and finish your explanation.

Yes, please. Give me just one minute please.

Dr., I noticed you published a paper called "Fourier Multipliers via Twisted Convolution" in the Proceedings of the American Mathematical Society. How did your work on twisted convolution influence the way you teach harmonic analysis to undergraduate students, especially those new to Fourier methods?

OK. OK. So I'll back to that subsequent. So I come to here. So. What is convolution? 1st we define what is convolution.

OK. OK. So I'll back to that subsequent. So I come to here. So. What is convolution? 1st we define what is convolution. So if you thought. The definition of convolution so. Incredible function F&G. OK, so then the convolution is defined.

OK. OK. So I'll back to that subsequent. So I come to here. So. What is convolution? 1st we define what is convolution. So if you thought. The definition of convolution so. Incredible function F&G. OK, so then the convolution is defined. If conversation G at X equal to. Integral over RN. G of X -, Y dy. So, uh. You see? That that is the average of. With respect to or in her age of. If with respect to G. OK.

OK. OK. So I'll back to that subsequent. So I come to here. So. What is convolution? 1st we define what is convolution. So if you thought. The definition of convolution so. Incredible function F&G. OK, so then the convolution is defined. If conversation G at X equal to. Integral over RN. G of X -, Y dy. So, uh. You see? That that is the average of. With respect to or in her age of. If with respect to G. OK. Conversation. What is? From convolution. One can say DC. Generalization of convolution how it is generalization because. Here if you see the definition, that is Apollo. G of X -, Y.

OK. OK. So I'll back to that subsequent. So I come to here. So. What is convolution? 1st we define what is convolution. So if you thought. The definition of convolution so. Incredible function F&G. OK, so then the convolution is defined. If conversation G at X equal to. Integral over RN. G of X -, Y dy. So, uh. You see? That that is the average of. With respect to or in her age of. If with respect to G. OK. Conversation. What is? From convolution. One can say DC. Generalization of convolution how it is generalization because. Here if you see the definition, that is Apollo. G of X -, Y. So that can be written as. Why?

Alright, you wanted to start by defining convolution for your students. How did you connect the abstract theory of twisted convolution to something tangible or intuitive for undergraduates who might be seeing these ideas for the first time?

Alright, so you started by defining convolution for your students and built from there. When you introduced twisted convolution from your research, did you notice any misconceptions that undergraduates commonly had, and how did you address those in your teaching?

OK. OK. So I'll back to that subsequent. So I come to here. So. What is convolution? 1st we define what is convolution. So if you thought. The definition of convolution so. Incredible function F&G. OK, so then the convolution is defined. If conversation G at X equal to. Integral over RN. G of X -, Y dy. So, uh. You see? That that is the average of. With respect to or in her age of. If with respect to G. OK. Conversation. What is? From convolution. One can say DC. Generalization of convolution how it is generalization because. Here if you see the definition, that is Apollo. G of X -, Y. So that can be written as. Why? Into X. Duff Oil 6G tilde means. A tale is a translation operator that is defined by taupe. A pop at T equal to. E minus X. A partisan, that is. X equal to F of minus X. OK, so. If you see that the convolution can be written as. Pay for. If G tilde OK. So that means. Give a translation on G.

OK. OK. So I'll back to that subsequent. So I come to here. So. What is convolution? 1st we define what is convolution. So if you thought. The definition of convolution so. Incredible function F&G. OK, so then the convolution is defined. If conversation G at X equal to. Integral over RN. G of X -, Y dy. So, uh. You see? That that is the average of. With respect to or in her age of. If with respect to G. OK. Conversation. What is? From convolution. One can say DC. Generalization of convolution how it is generalization because. Here if you see the definition, that is Apollo. G of X -, Y. So that can be written as. Why? Into X. Duff Oil 6G tilde means. A tale is a translation operator that is defined by taupe. A pop at T equal to. E minus X. A partisan, that is. X equal to F of minus X. OK, so. If you see that the convolution can be written as. Pay for. If G tilde OK. So that means. Give a translation on G. We just give it. Transition how? So that. No quadratic basis by. That G of X -, Y. Into E power I. Imaginary part of Extra. So one thing I just say to you.

OK. OK. So I'll back to that subsequent. So I come to here. So. What is convolution? 1st we define what is convolution. So if you thought. The definition of convolution so. Incredible function F&G. OK, so then the convolution is defined. If conversation G at X equal to. Integral over RN. G of X -, Y dy. So, uh. You see? That that is the average of. With respect to or in her age of. If with respect to G. OK. Conversation. What is? From convolution. One can say DC. Generalization of convolution how it is generalization because. Here if you see the definition, that is Apollo. G of X -, Y. So that can be written as. Why? Into X. Duff Oil 6G tilde means. A tale is a translation operator that is defined by taupe. A pop at T equal to. E minus X. A partisan, that is. X equal to F of minus X. OK, so. If you see that the convolution can be written as. Pay for. If G tilde OK. So that means. Give a translation on G. We just give it. Transition how? So that. No quadratic basis by. That G of X -, Y. Into E power I. Imaginary part of Extra. So one thing I just say to you. Take event dimension because. That's that's why. We have to get E to the power I. The generally part of X dot Y 1, so XY is coming from C. It could be powered in so even if needed so. I imagine it quite extra drive, but that is. Just a rotation. OK, Fusion. That, uh. There is only trans.

Alright, so you start by defining convolution for students and connect it to the average over a function with respect to another. When you brought in twisted convolution from your research, did you notice any misconceptions or confusion among undergraduates, and how did you address those in class?

OK. OK. So I'll back to that subsequent. So I come to here. So. What is convolution? 1st we define what is convolution. So if you thought. The definition of convolution so. Incredible function F&G. OK, so then the convolution is defined. If conversation G at X equal to. Integral over RN. G of X -, Y dy. So, uh. You see? That that is the average of. With respect to or in her age of. If with respect to G. OK. Conversation. What is? From convolution. One can say DC. Generalization of convolution how it is generalization because. Here if you see the definition, that is Apollo. G of X -, Y. So that can be written as. Why? Into X. Duff Oil 6G tilde means. A tale is a translation operator that is defined by taupe. A pop at T equal to. E minus X. A partisan, that is. X equal to F of minus X. OK, so. If you see that the convolution can be written as. Pay for. If G tilde OK. So that means. Give a translation on G. We just give it. Transition how? So that. No quadratic basis by. That G of X -, Y. Into E power I. Imaginary part of Extra. So one thing I just say to you. Take event dimension because. That's that's why. We have to get E to the power I. The generally part of X dot Y 1, so XY is coming from C. It could be powered in so even if needed so. I imagine it quite extra drive, but that is. Just a rotation. OK, Fusion. That, uh. There is only trans. Here it is. Some rotation is involved. Conversation becomes convolutions.

OK. OK. So I'll back to that subsequent. So I come to here. So. What is convolution? 1st we define what is convolution. So if you thought. The definition of convolution so. Incredible function F&G. OK, so then the convolution is defined. If conversation G at X equal to. Integral over RN. G of X -, Y dy. So, uh. You see? That that is the average of. With respect to or in her age of. If with respect to G. OK. Conversation. What is? From convolution. One can say DC. Generalization of convolution how it is generalization because. Here if you see the definition, that is Apollo. G of X -, Y. So that can be written as. Why? Into X. Duff Oil 6G tilde means. A tale is a translation operator that is defined by taupe. A pop at T equal to. E minus X. A partisan, that is. X equal to F of minus X. OK, so. If you see that the convolution can be written as. Pay for. If G tilde OK. So that means. Give a translation on G. We just give it. Transition how? So that. No quadratic basis by. That G of X -, Y. Into E power I. Imaginary part of Extra. So one thing I just say to you. Take event dimension because. That's that's why. We have to get E to the power I. The generally part of X dot Y 1, so XY is coming from C. It could be powered in so even if needed so. I imagine it quite extra drive, but that is. Just a rotation. OK, Fusion. That, uh. There is only trans. Here it is. Some rotation is involved. Conversation becomes convolutions. To get solutions sometimes rotate. Impartiya. For example Youngs inequality there. They have. Much, much better way than. Individual convolution so that. Convolution, transfer convolution and we give. Multiplayer thing.

You started with defining convolution and explained its generalization through twisted convolution, connecting it to your research. That’s a strong bridge between advanced theory and classroom teaching. Let’s pivot for a moment — during your postdoctoral work at Aizar Mohali, did you supervise any student projects or research? If so, how did you help those students move from basic coursework to actual research-level thinking?

You walked through the definition of convolution and started connecting it to twisted convolution, showing how you build up from the basics with your students. Since you've also been involved in guiding student research projects, can you share an example where you helped a student turn a complex mathematical idea into a manageable undergraduate project?

Alright, you walked through the definition of convolution and explained how twisted convolution generalizes it, making those abstract ideas more accessible for students. Since you've also guided student projects during your time as temporary faculty, can you share an example of a student research project you supervised and describe how you helped the student connect theory to practical application?

Alright, you broke down the definition of convolution and walked through how twisted convolution generalizes it, even connecting translation operators and exponential terms. That’s a solid bridge between your research and teaching. Since you’ve also guided student projects and served as a temporary faculty, can you share a specific example where you helped a student translate a complex research idea into something practical or understandable for their coursework?

Okay, so you walked through the definition of convolution and explained how twisted convolution generalizes it, even connecting translation operators and exponential terms. Since you've also guided student research projects, can you share an example of how you helped a student translate advanced mathematical research into a practical project or classroom assignment?

Alright, you took the definition of convolution and built up to twisted convolution, even showing how translation and rotation concepts come into play. That’s a nice way to make abstract theory more concrete for students. Since you’ve also guided student research projects, can you give an example of a project you supervised where you had to help the student bridge the gap between advanced mathematics and practical application?

You walked through how twisted convolution generalizes standard convolution, even bringing in translation and rotation operators — that's a solid way to help students see deeper structure in harmonic analysis. Since you've also guided student projects and research, can you give an example where a student's project was directly inspired by your own research, and how you helped them navigate the technical challenges?

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it? Yeah, I just think it's. And I just I. You want I have to motivate my work that he.

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it?

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it? Yeah, I just think it's. And I just I. You want I have to motivate my work that he. Network. OK, so. I just tell them. That, uh. I I assume that you know Fourier multiplied. Problem. OK, so. Actually what I have done. So, uh. I just tell them how. Multiplier is important.

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it? Yeah, I just think it's. And I just I. You want I have to motivate my work that he. Network. OK, so. I just tell them. That, uh. I I assume that you know Fourier multiplied. Problem. OK, so. Actually what I have done. So, uh. I just tell them how. Multiplier is important. So how Fourier multiplier is important? Example exporting.

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it? Yeah, I just think it's. And I just I. You want I have to motivate my work that he. Network. OK, so. I just tell them. That, uh. I I assume that you know Fourier multiplied. Problem. OK, so. Actually what I have done. So, uh. I just tell them how. Multiplier is important. So how Fourier multiplier is important? Example exporting. So we cannot explicitly write the. Some initial. We cannot explicitly write the solution of significant solidarity equation.

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it? Yeah, I just think it's. And I just I. You want I have to motivate my work that he. Network. OK, so. I just tell them. That, uh. I I assume that you know Fourier multiplied. Problem. OK, so. Actually what I have done. So, uh. I just tell them how. Multiplier is important. So how Fourier multiplier is important? Example exporting. So we cannot explicitly write the. Some initial. We cannot explicitly write the solution of significant solidarity equation. Uh, in terms of initiative. They are dearly method. Multiply. If you see the by the multiplier method, the multiplier is there. OK, so. All can so that uh. This is already bounded from L2 to L2 for other. LP this is not. OK.

Now, Dr., considering your work in harmonic analysis, where do you see the most fundable research directions over the next three years? What kinds of grants or funding sources would you pursue to support that work?

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it? Yeah, I just think it's. And I just I. You want I have to motivate my work that he. Network. OK, so. I just tell them. That, uh. I I assume that you know Fourier multiplied. Problem. OK, so. Actually what I have done. So, uh. I just tell them how. Multiplier is important. So how Fourier multiplier is important? Example exporting. So we cannot explicitly write the. Some initial. We cannot explicitly write the solution of significant solidarity equation. Uh, in terms of initiative. They are dearly method. Multiply. If you see the by the multiplier method, the multiplier is there. OK, so. All can so that uh. This is already bounded from L2 to L2 for other. LP this is not. OK. So that is. One of the. One of the importance of Fourier multiplied theory that. Which generated the concert in the Courier Transform site and. As a multiplier symbol corresponding. Operator is LP to NQ bounded.

You mentioned guiding students by motivating your work in harmonic analysis and Fourier multiplier theory. Can you walk me through a specific student project—maybe one where they had to apply Fourier methods to a real-world dataset or problem—and explain how you helped them overcome any technical hurdles along the way?

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it? Yeah, I just think it's. And I just I. You want I have to motivate my work that he. Network. OK, so. I just tell them. That, uh. I I assume that you know Fourier multiplied. Problem. OK, so. Actually what I have done. So, uh. I just tell them how. Multiplier is important. So how Fourier multiplier is important? Example exporting. So we cannot explicitly write the. Some initial. We cannot explicitly write the solution of significant solidarity equation. Uh, in terms of initiative. They are dearly method. Multiply. If you see the by the multiplier method, the multiplier is there. OK, so. All can so that uh. This is already bounded from L2 to L2 for other. LP this is not. OK. So that is. One of the. One of the importance of Fourier multiplied theory that. Which generated the concert in the Courier Transform site and. As a multiplier symbol corresponding. Operator is LP to NQ bounded. Possible or not possible, we just. This. This about that. So. Hi Sir, so I have. Proved that, yeah. He pushed it. Conversation. That some sufficient condition that that's a Fourier multiple. So I. UNG which state convolution? I have sold, they added something. So. Hearing some new multiplier is coming. Then there must be. There is some other operator for that LP-2 LQ boundedness. We have to. So that means. That so. One wouldn't try to. Do my project there.

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it? Yeah, I just think it's. And I just I. You want I have to motivate my work that he. Network. OK, so. I just tell them. That, uh. I I assume that you know Fourier multiplied. Problem. OK, so. Actually what I have done. So, uh. I just tell them how. Multiplier is important. So how Fourier multiplier is important? Example exporting. So we cannot explicitly write the. Some initial. We cannot explicitly write the solution of significant solidarity equation. Uh, in terms of initiative. They are dearly method. Multiply. If you see the by the multiplier method, the multiplier is there. OK, so. All can so that uh. This is already bounded from L2 to L2 for other. LP this is not. OK. So that is. One of the. One of the importance of Fourier multiplied theory that. Which generated the concert in the Courier Transform site and. As a multiplier symbol corresponding. Operator is LP to NQ bounded. Possible or not possible, we just. This. This about that. So. Hi Sir, so I have. Proved that, yeah. He pushed it. Conversation. That some sufficient condition that that's a Fourier multiple. So I. UNG which state convolution? I have sold, they added something. So. Hearing some new multiplier is coming. Then there must be. There is some other operator for that LP-2 LQ boundedness. We have to. So that means. That so. One wouldn't try to. Do my project there. My working. American mathematical society they are. I have done that Lorentz space is the. Uh, Courier multiplied. Then I just tell them. Let's see.

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it? Yeah, I just think it's. And I just I. You want I have to motivate my work that he. Network. OK, so. I just tell them. That, uh. I I assume that you know Fourier multiplied. Problem. OK, so. Actually what I have done. So, uh. I just tell them how. Multiplier is important. So how Fourier multiplier is important? Example exporting. So we cannot explicitly write the. Some initial. We cannot explicitly write the solution of significant solidarity equation. Uh, in terms of initiative. They are dearly method. Multiply. If you see the by the multiplier method, the multiplier is there. OK, so. All can so that uh. This is already bounded from L2 to L2 for other. LP this is not. OK. So that is. One of the. One of the importance of Fourier multiplied theory that. Which generated the concert in the Courier Transform site and. As a multiplier symbol corresponding. Operator is LP to NQ bounded. Possible or not possible, we just. This. This about that. So. Hi Sir, so I have. Proved that, yeah. He pushed it. Conversation. That some sufficient condition that that's a Fourier multiple. So I. UNG which state convolution? I have sold, they added something. So. Hearing some new multiplier is coming. Then there must be. There is some other operator for that LP-2 LQ boundedness. We have to. So that means. That so. One wouldn't try to. Do my project there. My working. American mathematical society they are. I have done that Lorentz space is the. Uh, Courier multiplied. Then I just tell them. Let's see. Is that the generalization of loaded space?

Alright, you’re highlighting the importance of multipliers in Fourier analysis and how you motivate students by connecting your own research to their projects. Thinking about the future, where do you see the most fundable research directions in harmonic analysis or related fields over the next few years, and which grants or funding sources would you target to support that work?

So you emphasized the importance of Fourier multipliers, and how you motivate students by connecting your research to practical examples. Thinking about fiscal sustainability — with your background in harmonic analysis, what funding sources or grant opportunities do you see as most viable for supporting your research at an institution like VIT over the next few years?

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it? Yeah, I just think it's. And I just I. You want I have to motivate my work that he. Network. OK, so. I just tell them. That, uh. I I assume that you know Fourier multiplied. Problem. OK, so. Actually what I have done. So, uh. I just tell them how. Multiplier is important. So how Fourier multiplier is important? Example exporting. So we cannot explicitly write the. Some initial. We cannot explicitly write the solution of significant solidarity equation. Uh, in terms of initiative. They are dearly method. Multiply. If you see the by the multiplier method, the multiplier is there. OK, so. All can so that uh. This is already bounded from L2 to L2 for other. LP this is not. OK. So that is. One of the. One of the importance of Fourier multiplied theory that. Which generated the concert in the Courier Transform site and. As a multiplier symbol corresponding. Operator is LP to NQ bounded. Possible or not possible, we just. This. This about that. So. Hi Sir, so I have. Proved that, yeah. He pushed it. Conversation. That some sufficient condition that that's a Fourier multiple. So I. UNG which state convolution? I have sold, they added something. So. Hearing some new multiplier is coming. Then there must be. There is some other operator for that LP-2 LQ boundedness. We have to. So that means. That so. One wouldn't try to. Do my project there. My working. American mathematical society they are. I have done that Lorentz space is the. Uh, Courier multiplied. Then I just tell them. Let's see. Is that the generalization of loaded space? Space also so. A general kind of. That kind of. Works for not only. Just a twisted composition and. So many things you just take. And get. Operator that is LP-2. In P2 LQ bounded that said. Important application in. Partial differential equation. The model of. Very very problem. Because that I have motivated them.

OK, so I. This way so. I have already done some. Research in harmonic analysis on Fourier multiplied theory. OK, so. I just. If I just the best get it? Yeah, I just think it's. And I just I. You want I have to motivate my work that he. Network. OK, so. I just tell them. That, uh. I I assume that you know Fourier multiplied. Problem. OK, so. Actually what I have done. So, uh. I just tell them how. Multiplier is important. So how Fourier multiplier is important? Example exporting. So we cannot explicitly write the. Some initial. We cannot explicitly write the solution of significant solidarity equation. Uh, in terms of initiative. They are dearly method. Multiply. If you see the by the multiplier method, the multiplier is there. OK, so. All can so that uh. This is already bounded from L2 to L2 for other. LP this is not. OK. So that is. One of the. One of the importance of Fourier multiplied theory that. Which generated the concert in the Courier Transform site and. As a multiplier symbol corresponding. Operator is LP to NQ bounded. Possible or not possible, we just. This. This about that. So. Hi Sir, so I have. Proved that, yeah. He pushed it. Conversation. That some sufficient condition that that's a Fourier multiple. So I. UNG which state convolution? I have sold, they added something. So. Hearing some new multiplier is coming. Then there must be. There is some other operator for that LP-2 LQ boundedness. We have to. So that means. That so. One wouldn't try to. Do my project there. My working. American mathematical society they are. I have done that Lorentz space is the. Uh, Courier multiplied. Then I just tell them. Let's see. Is that the generalization of loaded space? Space also so. A general kind of. That kind of. Works for not only. Just a twisted composition and. So many things you just take. And get. Operator that is LP-2. In P2 LQ bounded that said. Important application in. Partial differential equation. The model of. Very very problem. Because that I have motivated them. I just tell them please work on. That and. Do some good research.

Alright, you were emphasizing how multipliers are crucial for solving certain equations, and how you motivate students by linking that to your own research. Thinking bigger picture — where do you see your research in harmonic analysis going over the next three years, especially in terms of attracting external funding or forming collaborations? What grants or funding sources would you target?

Okay, you talked about motivating students with Fourier multiplier theory and connecting it to solving equations. Can you walk me through a specific student project where you actively mentored them—maybe something where they hit a technical roadblock and you helped them navigate it?

Alright, you emphasized the role of Fourier multipliers in solving PDEs and motivating students by showing how operator bounds come into play. Thinking about fiscal sustainability — with your background in harmonic analysis, where do you see the most fundable research directions for the next few years? What kinds of grants or funding sources would you pursue to support that work?

Alright, you explained how you motivate students using Fourier multiplier theory, especially around solving equations and operator bounds. With your research focus, where do you see the most fundable directions for the next three years, and what kinds of grants would you pursue to support that work?

Alright, you described how you motivate students around Fourier multipliers and operator bounds, even connecting your research in Lorentz spaces to their projects. Thinking about institutional priorities—where do you see the most promising, fundable directions for your research over the next three years, and what types of grants or external funding would you pursue to support that?

Alright, you walked through how you motivate students using the theory of Fourier multipliers and Lorentz spaces, connecting your research to their projects. Thinking about the bigger picture at the institutional level — with your research background, where do you see the most fundable directions for your work over the next three years, and what kinds of grants or industry collaborations would you pursue?

Alright, you discussed motivating students with your work on Fourier multipliers and their application to partial differential equations, even connecting Lorentz spaces and operator bounds. Thinking about institutional priorities, where do you see the most fundable directions in your research area over the next three years, and which grants or external funding sources would you pursue?

Alright, you described how you motivate students by connecting your research in harmonic analysis and Fourier multipliers to partial differential equations, especially around operator bounds. Thinking about fiscal sustainability — with your background, where do you see the most fundable directions for research over the next three years, and which grants or industry partnerships would you pursue?

So I see so. Currently I have. Doing some research. In I have already I have continued my research in Courier multiplier problem. OK, so if you. In the next three years. I do that. I'll do that like. In in. Just. That that LP space using the Fourier multiplayer theory. That.

So I see so. Currently I have. Doing some research. In I have already I have continued my research in Courier multiplier problem. OK, so if you. In the next three years. I do that. I'll do that like. In in. Just. That that LP space using the Fourier multiplayer theory. That. At the we know that there'll be space for P equal to. Digital **** space, OK. The additive, challenging question. That how, uh, is that? For the nautical to tube. We can give a topology or. If that that becomes a. Sorry, we can deepen inner products such that this becomes a Hilbert. So I am working now on that problem using Courier multiplier.

So I see so. Currently I have. Doing some research. In I have already I have continued my research in Courier multiplier problem. OK, so if you. In the next three years. I do that. I'll do that like. In in. Just. That that LP space using the Fourier multiplayer theory. That. At the we know that there'll be space for P equal to. Digital **** space, OK. The additive, challenging question. That how, uh, is that? For the nautical to tube. We can give a topology or. If that that becomes a. Sorry, we can deepen inner products such that this becomes a Hilbert. So I am working now on that problem using Courier multiplier. So for that. I just. Yeah, I have just working on. Something called. She got along on just basic. OK, so. They yeah, they have. Can uh. It's probably can construct an inner product. Something healthy space is not. P equal to Infinity. Hilbert spaces. But I'm not exactly sure because I working on steel on that problem.

Alright, you're continuing your research in Fourier multipliers and LP spaces over the next few years. Given VIT University's focus on DeepTech and Artificial Intelligence, how would you integrate those emerging technologies into your mathematics curriculum while still maintaining rigor?

So I see so. Currently I have. Doing some research. In I have already I have continued my research in Courier multiplier problem. OK, so if you. In the next three years. I do that. I'll do that like. In in. Just. That that LP space using the Fourier multiplayer theory. That. At the we know that there'll be space for P equal to. Digital **** space, OK. The additive, challenging question. That how, uh, is that? For the nautical to tube. We can give a topology or. If that that becomes a. Sorry, we can deepen inner products such that this becomes a Hilbert. So I am working now on that problem using Courier multiplier. So for that. I just. Yeah, I have just working on. Something called. She got along on just basic. OK, so. They yeah, they have. Can uh. It's probably can construct an inner product. Something healthy space is not. P equal to Infinity. Hilbert spaces. But I'm not exactly sure because I working on steel on that problem. With respect to that inner product we make empty space for. Backspace. They're all Hilbert. We just changed the. If multiplied theory. Set up because. You know that if the. Change piano space to Hilbert space. Their angle concept is their. So that is. To and that help. Many theorems. That that is my next. That is the all my next three years. Uh.

So I see so. Currently I have. Doing some research. In I have already I have continued my research in Courier multiplier problem. OK, so if you. In the next three years. I do that. I'll do that like. In in. Just. That that LP space using the Fourier multiplayer theory. That. At the we know that there'll be space for P equal to. Digital **** space, OK. The additive, challenging question. That how, uh, is that? For the nautical to tube. We can give a topology or. If that that becomes a. Sorry, we can deepen inner products such that this becomes a Hilbert. So I am working now on that problem using Courier multiplier. So for that. I just. Yeah, I have just working on. Something called. She got along on just basic. OK, so. They yeah, they have. Can uh. It's probably can construct an inner product. Something healthy space is not. P equal to Infinity. Hilbert spaces. But I'm not exactly sure because I working on steel on that problem. With respect to that inner product we make empty space for. Backspace. They're all Hilbert. We just changed the. If multiplied theory. Set up because. You know that if the. Change piano space to Hilbert space. Their angle concept is their. So that is. To and that help. Many theorems. That that is my next. That is the all my next three years. Uh. The research I have I have to propose.

Right, so let’s shift to teaching strategy. Suppose you’re running a mathematics course with 200 students, and you can’t use slides or traditional lectures. How would you design a session that keeps everyone actively engaged and helps them wrestle with the material?

You’re exploring the possibility of constructing an inner product to turn certain LP spaces into Hilbert spaces using Fourier multiplier theory, even though you’re still working through the details. Switching gears, let’s say you’re teaching a mathematics course at VIT University with 200 students and you can’t use slides or traditional lectures. How would you design a session that keeps students actively engaged with the material?

You’re continuing research into LP spaces and Fourier multipliers, thinking about Hilbert space structure and inner products. Now, let’s shift to teaching. Suppose you’re running a mathematics course with 200 students, and you can’t use slides or traditional lectures. How would you design a session that actually keeps students engaged and makes them wrestle with the material, not just listen?

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with.

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers.

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see.

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see. If you just add. Integers. Then this becomes an integer.

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see. If you just add. Integers. Then this becomes an integer. Then now. I just tell them, see. The A + B + C. If you add A + B. And A+B 2C. And after that?

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see. If you just add. Integers. Then this becomes an integer. Then now. I just tell them, see. The A + B + C. If you add A + B. And A+B 2C. And after that? With any element then. Give the elephant.

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see. If you just add. Integers. Then this becomes an integer. Then now. I just tell them, see. The A + B + C. If you add A + B. And A+B 2C. And after that? With any element then. Give the elephant. Another that C. There is corresponding to. Directorning teacher kinda says that. Yeah, why does it?

You mentioned your teaching style is a bit different and you like starting with group concepts and properties. Can you give a concrete example of how you tailor your approach for students who learn visually versus those who prefer hands-on problem solving in a mathematics course?

You mentioned you like to start with integers and group properties to help students grasp abstract ideas, which sounds like a clear, grounded approach. Let’s talk about your broader role as a faculty member. Accreditation cycles can be demanding — if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see. If you just add. Integers. Then this becomes an integer. Then now. I just tell them, see. The A + B + C. If you add A + B. And A+B 2C. And after that? With any element then. Give the elephant. Another that C. There is corresponding to. Directorning teacher kinda says that. Yeah, why does it? That structure and also. See at the plus. D + a That's the same number, so. I just saw that. That jade. Set of integer with respect to usual addition. That geometric structure. OK, so first I. I told them this.

You're starting with integers and addition as a way to ground abstract group concepts for students — that's a practical approach. Now, shifting to department-level responsibilities, if you joined our faculty and noticed inconsistent outcome assessment data across mathematics courses, how would you tackle bringing those assessments up to accreditation standards?

Alright, so you use concrete examples like integers and addition to make abstract concepts more accessible — that's a practical way to bridge the gap for students struggling with abstraction. Now, shifting to department-level responsibilities: if you joined our faculty and noticed that outcome assessment data was inconsistent across mathematics courses, how would you tackle that to meet accreditation standards?

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see. If you just add. Integers. Then this becomes an integer. Then now. I just tell them, see. The A + B + C. If you add A + B. And A+B 2C. And after that? With any element then. Give the elephant. Another that C. There is corresponding to. Directorning teacher kinda says that. Yeah, why does it? That structure and also. See at the plus. D + a That's the same number, so. I just saw that. That jade. Set of integer with respect to usual addition. That geometric structure. OK, so first I. I told them this. Start with. Dual multiplication. And so that. So then that that's being all this. Let's get some. A mathematical object that. You. Good good symmetric structure. A little bit non trivial things. Let's see.

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see. If you just add. Integers. Then this becomes an integer. Then now. I just tell them, see. The A + B + C. If you add A + B. And A+B 2C. And after that? With any element then. Give the elephant. Another that C. There is corresponding to. Directorning teacher kinda says that. Yeah, why does it? That structure and also. See at the plus. D + a That's the same number, so. I just saw that. That jade. Set of integer with respect to usual addition. That geometric structure. OK, so first I. I told them this. Start with. Dual multiplication. And so that. So then that that's being all this. Let's get some. A mathematical object that. You. Good good symmetric structure. A little bit non trivial things. Let's see. Is there which contents really matter? Take all the. But because when I stay give the group. Everybody know what is mapping? Budgeting, mapping kind of thing. OK, so. I just tell them. Oh, see all the budget.

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see. If you just add. Integers. Then this becomes an integer. Then now. I just tell them, see. The A + B + C. If you add A + B. And A+B 2C. And after that? With any element then. Give the elephant. Another that C. There is corresponding to. Directorning teacher kinda says that. Yeah, why does it? That structure and also. See at the plus. D + a That's the same number, so. I just saw that. That jade. Set of integer with respect to usual addition. That geometric structure. OK, so first I. I told them this. Start with. Dual multiplication. And so that. So then that that's being all this. Let's get some. A mathematical object that. You. Good good symmetric structure. A little bit non trivial things. Let's see. Is there which contents really matter? Take all the. But because when I stay give the group. Everybody know what is mapping? Budgeting, mapping kind of thing. OK, so. I just tell them. Oh, see all the budget. That group? 123.

You started with integers and addition to help students see group properties more concretely, which definitely grounds abstract concepts. Now, this next one’s department-level—if you joined our department and found that outcome assessment data was inconsistent across math courses, how would you approach fixing that?

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see. If you just add. Integers. Then this becomes an integer. Then now. I just tell them, see. The A + B + C. If you add A + B. And A+B 2C. And after that? With any element then. Give the elephant. Another that C. There is corresponding to. Directorning teacher kinda says that. Yeah, why does it? That structure and also. See at the plus. D + a That's the same number, so. I just saw that. That jade. Set of integer with respect to usual addition. That geometric structure. OK, so first I. I told them this. Start with. Dual multiplication. And so that. So then that that's being all this. Let's get some. A mathematical object that. You. Good good symmetric structure. A little bit non trivial things. Let's see. Is there which contents really matter? Take all the. But because when I stay give the group. Everybody know what is mapping? Budgeting, mapping kind of thing. OK, so. I just tell them. Oh, see all the budget. That group? 123. Cinema C.

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see. If you just add. Integers. Then this becomes an integer. Then now. I just tell them, see. The A + B + C. If you add A + B. And A+B 2C. And after that? With any element then. Give the elephant. Another that C. There is corresponding to. Directorning teacher kinda says that. Yeah, why does it? That structure and also. See at the plus. D + a That's the same number, so. I just saw that. That jade. Set of integer with respect to usual addition. That geometric structure. OK, so first I. I told them this. Start with. Dual multiplication. And so that. So then that that's being all this. Let's get some. A mathematical object that. You. Good good symmetric structure. A little bit non trivial things. Let's see. Is there which contents really matter? Take all the. But because when I stay give the group. Everybody know what is mapping? Budgeting, mapping kind of thing. OK, so. I just tell them. Oh, see all the budget. That group? 123. Cinema C. That four properties. But with that. Computed that. Mappings that if one. Composition ML not equal to MP.

Alright, so you use concrete examples like integers and addition to help students grasp group properties, which definitely helps make abstract math accessible. Now, let’s shift to department-level responsibilities—if you joined our department and found that outcome assessment data was inconsistent across courses, what’s your approach for fixing that?

You started with integers and addition to help students grasp group properties, which definitely helps make abstract math accessible. Now, let’s shift to department-level responsibilities. If you joined our department and found that outcome assessment data was inconsistent across mathematics courses, what practical steps would you take to address that and ensure we meet accreditation standards?

OK, so. OK, so. Am I taking Style is little bit different than virtual? OK, so. For example, I. I just I just want to give a group. The concept in the SO. Plus I believe that. That that sound. Property lot like that I just started with. Integers. Please set all integers. And that is? Equal Edition. So I saw them. Let's see. If you just add. Integers. Then this becomes an integer. Then now. I just tell them, see. The A + B + C. If you add A + B. And A+B 2C. And after that? With any element then. Give the elephant. Another that C. There is corresponding to. Directorning teacher kinda says that. Yeah, why does it? That structure and also. See at the plus. D + a That's the same number, so. I just saw that. That jade. Set of integer with respect to usual addition. That geometric structure. OK, so first I. I told them this. Start with. Dual multiplication. And so that. So then that that's being all this. Let's get some. A mathematical object that. You. Good good symmetric structure. A little bit non trivial things. Let's see. Is there which contents really matter? Take all the. But because when I stay give the group. Everybody know what is mapping? Budgeting, mapping kind of thing. OK, so. I just tell them. Oh, see all the budget. That group? 123. Cinema C. That four properties. But with that. Computed that. Mappings that if one. Composition ML not equal to MP. So. And then see they are inside. Structure in mathematics with respect to some. There is some set in mathematics with. Some properties that satisfy that poor. He explained his probe, what is then tested, called Group. If it is satisfying the fifth one that computer demand. That is called comedic group. That's why I just introduced them. What is group? And after that I just saw that. See that that? That structure satisfying that property. That has. Some other properties, for example so. That structure. It up a number of elementary. Right then. That any subset of this. OK, so if there is any. Stop saying see what is the number of elephants on that subset So. That that see that divide. That means. And this year come and. That way. All the theorem. Then I saw that. Concept of what is order? So that way I will. Uh, one way when I would go. And after that I just give something. Application of that first in mathematical application. Then in real life when?

You mentioned starting with integers and addition to help students grasp group properties, which definitely helps make abstract math accessible. Now, let’s shift to department-level responsibilities. If you joined our department and found that outcome assessment data for accreditation was inconsistent across courses, how would you approach fixing that?

Okay, so you start with concrete examples like integers and addition to help students connect abstract concepts to something familiar—that's a solid teaching move. Now, shifting to department-level responsibilities: if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, so you start with concrete examples like integers and addition to help students connect abstract concepts to something familiar—that's a solid teaching move. Now, shifting to department-level responsibilities: if you joined our department and discovered that outcome assessment data was inconsistent across courses, what practical steps would you take to ensure accreditation standards are met?

You start by grounding abstract concepts like groups in familiar ideas, such as integers and addition, which helps students connect with the material. Now, department-level responsibilities can get pretty involved — if you joined our department and found that outcome assessment data was inconsistent across mathematics courses, how would you approach fixing that?

Alright, you start by grounding abstract concepts like groups in familiar ideas, such as integers and addition, which helps students connect with the material. Now, department-level responsibilities can get pretty demanding. If you joined our department and noticed that outcome assessment data was inconsistent across Mathematics courses, how would you go about fixing that?

You start by grounding abstract concepts like groups in familiar ideas, such as integers and addition, which helps students connect with the material. Now, department-level responsibilities can get pretty demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, what practical steps would you take to fix that?

You started by connecting abstract group concepts to integers and addition, then walked students through properties using concrete, familiar examples. Department-level responsibilities can get pretty demanding — if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

OK, so. If I see that is happened then. Uh, I just made my stuff. Largest First of all I just tell the students, So what is the problem? Maybe I will be slow or fast. That may be. One of the issue that I I am fast that's why people couldn't is not getting that thing. So. If that happened, then I just came. That I will be slow and. Maybe. More more example. Give to them such that they are acquainted with the. That abstract concept. And and. Yes, and if. That will also not happen. Then I just change the style of my studying. And uh. But I just. Arrange more doubt clearing classes to the student. I just want to be trained on the students such that they. Tell their doubts about me and that way. And their doubt is going to. Here and there and. That is helping. For both me and the students.

OK, so. If I see that is happened then. Uh, I just made my stuff. Largest First of all I just tell the students, So what is the problem? Maybe I will be slow or fast. That may be. One of the issue that I I am fast that's why people couldn't is not getting that thing. So. If that happened, then I just came. That I will be slow and. Maybe. More more example. Give to them such that they are acquainted with the. That abstract concept. And and. Yes, and if. That will also not happen. Then I just change the style of my studying. And uh. But I just. Arrange more doubt clearing classes to the student. I just want to be trained on the students such that they. Tell their doubts about me and that way. And their doubt is going to. Here and there and. That is helping. For both me and the students. And that will help also the BTS. Reputation also.

Right, so you focus on slowing down, offering more examples, and holding extra doubt-clearing sessions to help students understand abstract concepts. Beyond teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees or program reviews?

Right, so you’d adjust your teaching speed and style, give more examples, and run extra doubt-clearing sessions to help students and improve departmental outcomes. Beyond teaching and research, what role do you see yourself playing in department-level governance — things like curriculum committees or program reviews?

OK, so yes, I, I, I. I would be happy if I if I in some. Curriculum. Uh. A committee, but my main aim will be the. That, uh. I just arrange some uh. Seminars, uh. Weekly by students or teachers or external expert. That adjusted. That is the main thing, is that the motive? Student the 2. To study math. I according to me. That is in the class. Just to motivate student. To enter that topic. Then they do the things because. Yes. Concepts that are. I'm pretty much hard but for that teacher is there but. I just, uh. Do that. To organize week. In that or any student activities. Activities center I I I am. And. To perform according to themselves that student. That a bid can cause is the good vibrant. Password and teaching, learning and research.

OK, so yes, I, I, I. I would be happy if I if I in some. Curriculum. Uh. A committee, but my main aim will be the. That, uh. I just arrange some uh. Seminars, uh. Weekly by students or teachers or external expert. That adjusted. That is the main thing, is that the motive? Student the 2. To study math. I according to me. That is in the class. Just to motivate student. To enter that topic. Then they do the things because. Yes. Concepts that are. I'm pretty much hard but for that teacher is there but. I just, uh. Do that. To organize week. In that or any student activities. Activities center I I I am. And. To perform according to themselves that student. That a bid can cause is the good vibrant. Password and teaching, learning and research. Should I continue my first question? Monitoring subsequence.

Alright, Dr., let's consider an ethical scenario. Imagine a student files a formal complaint, claiming your grading is biased, while your department head is urging you to raise pass rates. How would you handle this situation—balancing fairness, your own integrity, and the institutional pressure?

You mentioned you'd be happy to serve on curriculum committees and organize weekly seminars to motivate students, which can really help foster a vibrant academic culture. Let's shift gears, Dr.—imagine a student files a formal complaint, claiming your grading is biased, while your department head is urging you to raise pass rates. How would you navigate that situation?

OK, so. First of all, I am not. OK, so if that happened that students say I empire.

OK, so. First of all, I am not. OK, so if that happened that students say I empire. Then for that I. My method of examination is not like. Come to the class and. Take 2-3 hours and you write. I just keep some dev question to 19 question. And then I will show that you. Go home and. Work on that and. Get huge computer everything.

So you started to answer, but it sounded like you were about to explain how you'd respond if a student alleged bias in your grading. Go ahead and finish your thought — what concrete steps would you take to address both the student's complaint and your department head's request?

OK, so. First of all, I am not. OK, so if that happened that students say I empire. Then for that I. My method of examination is not like. Come to the class and. Take 2-3 hours and you write. I just keep some dev question to 19 question. And then I will show that you. Go home and. Work on that and. Get huge computer everything. Just using that you just. Give the. Logic on each. Each and every line. Submit to. So after that I just assess them and. Months or trades? So, uh. If they said that I am. Biased then I just told if. Somewhat say that. I'll tell them why I why you said that. You just tell that why I don't give you. More numbers user I just see. His paper again and. I have some mistake then I. I have no mistake. Then I tell him that. Teacher there, I just give it team logic that that is the things that's why I am not giving. Wait, I just tell him. Very, very polite. That. That you've done that. That's why I give that number.

OK, so. First of all, I am not. OK, so if that happened that students say I empire. Then for that I. My method of examination is not like. Come to the class and. Take 2-3 hours and you write. I just keep some dev question to 19 question. And then I will show that you. Go home and. Work on that and. Get huge computer everything. Just using that you just. Give the. Logic on each. Each and every line. Submit to. So after that I just assess them and. Months or trades? So, uh. If they said that I am. Biased then I just told if. Somewhat say that. I'll tell them why I why you said that. You just tell that why I don't give you. More numbers user I just see. His paper again and. I have some mistake then I. I have no mistake. Then I tell him that. Teacher there, I just give it team logic that that is the things that's why I am not giving. Wait, I just tell him. Very, very polite. That. That you've done that. That's why I give that number. It happens if it. That I just don't give. I give them and. Because people can do mistakes. So I emanate people so. I can.

Okay, switching gears a bit. Given your research focus in harmonic analysis and Fourier multipliers, do you have any industry connections or partnerships that could help translate your work into internship or placement opportunities for students at VIT?

You explained your open-book, logic-driven assessment style and how you'd handle accusations of bias by reviewing the student's work and giving clear, polite feedback. Now, Dr., considering VIT University's emphasis on emerging technologies, how would you integrate concepts like DeepTech and Artificial Intelligence into your Mathematics curriculum effectively?

You explained your approach to handling allegations of bias, focusing on your logic-driven assessment and willingness to review papers and provide transparent feedback. Now, Dr., considering VIT University's emphasis on emerging technologies, how would you integrate concepts like DeepTech and Artificial Intelligence into your Mathematics curriculum effectively?

So see actually. That I. Artificial intelligence that, Sir. That is not in my domain, but. Yes, so. I just tell them because artificial intelligence is not like. Everything is 100% sure because. That has also some. The sunbound so I just tell them. So you just you would artificial intelligence, but when he's. That so that this logic. Please check it and. Yourself and. You just write it. Are you?

So see actually. That I. Artificial intelligence that, Sir. That is not in my domain, but. Yes, so. I just tell them because artificial intelligence is not like. Everything is 100% sure because. That has also some. The sunbound so I just tell them. So you just you would artificial intelligence, but when he's. That so that this logic. Please check it and. Yourself and. You just write it. Are you? If you see that how that deep learning and artificial intelligence so. Actually, uh. Better does not know too much, but that is the thing that. I just. Swati, write down the mathematical programming. I just will. I'll write. To develop their programming ability. So programming. Get towards if. Software, AI development or deep? Development. Uh. That this way because I am not in that domain so I cannot tell. Very much on the.

You pointed out that AI isn't your main domain, but you encourage students to check logic and reason critically when working with such topics. Could you explain your approach to mentoring students, specifically guiding them in projects or research related to advanced statistical methods and supply chain optimization within an interdisciplinary framework?

Alright, you said AI isn’t your main area, but you encourage students to check their logic and develop programming skills so they can apply math to software, AI, or DeepTech—even if you aren’t directly teaching it yourself. Could you explain your approach to mentoring students, specifically guiding them in projects or research related to Advanced Statistical Methods and Supply Chain Optimization within an interdisciplinary framework?

And so if I saw the statistical methods. I just tell them that. What statistical method means they collect some data? And analyze it to do that so. From my part I. I just did. Which I what I can do?

And so if I saw the statistical methods. I just tell them that. What statistical method means they collect some data? And analyze it to do that so. From my part I. I just did. Which I what I can do? That's are the mathematical methods in statistics. That's are used to. Conclude Conclude about the population from this data. So, umm. I what I can do? I just. The methods and I just. So the show them how the. Computer programming is done or C. C++ or now so many modern languages. So, uh. I just tell them this way because. I don't say people that do UGI and write the program because that's it's not developed them so. They cannot. They do like that they. Pursue in future. With some cool software making and kind of things. So first. Love your concept. Hush part about that. You have to leave. Core things learn. You have to. Image that that. The tools and you just do. That.

Alright, Dr., let’s quickly verify some key skills. When teaching advanced statistical methods, how do you structure your lectures so students can bridge theory with real-world supply chain challenges?

Alright, Professor, we're coming to the end of our conversation. Is there anything you'd like to ask about the role or the team before we wrap up?