So, uh. My professional journey I have. Uh, I've done my PhD from IIT Bombay. Uh, my field of research was. Uh, in assistive device design and. Gate Biomechanics.

So, uh. My professional journey I have. Uh, I've done my PhD from IIT Bombay. Uh, my field of research was. Uh, in assistive device design and. Gate Biomechanics. Before that I had done masters. Uh uh, my masters was. From NIT Kurukshetra.

So, uh. My professional journey I have. Uh, I've done my PhD from IIT Bombay. Uh, my field of research was. Uh, in assistive device design and. Gate Biomechanics. Before that I had done masters.

So, uh. My professional journey I have. Uh, I've done my PhD from IIT Bombay. Uh, my field of research was. Uh, in assistive device design and. Gate Biomechanics. Before that I had done masters. Uh uh, my masters was. From NIT Kurukshetra. Uh, I had done, uh.

So, uh. My professional journey I have. Uh, I've done my PhD from IIT Bombay. Uh, my field of research was. Uh, in assistive device design and. Gate Biomechanics. Before that I had done masters. Uh uh, my masters was. From NIT Kurukshetra. Uh, I had done, uh. My my thesis in. Elastohydrodynamic lubrication in the field of. Before that I had done. My bachelor's degree. Where from? Jaipur Engineering College and Research Center. Uh, which comes under the. Raison Technical University, Kota. So this is all about me.

Gate Biomechanics and assistive device design — that's quite specialized. You were saying?

Alright, you mentioned your master's—I'd like to hear a bit more about that. What was your area of focus during your master's program?

Alright, so your master's was from NIT Kurukshetra. Did your research there connect at all with your later PhD work on gait biomechanics, or did you pivot into that field afterwards?

Sounds like you were about to tell me more about your master's at NIT Kurukshetra. Go on.

So you went from working on elastohydrodynamic lubrication in your master's to assistive device design and gait biomechanics for your PhD. If you were introducing biomechanics to a group of undergrads for the first time, what's a foundational concept you'd focus on to spark their curiosity?

So in in gate biomechanic. Uh, there can be. A lot of. Uh, things which which can be looked into. Number one is the. Motion of the ankle so the ankle joint motion in which the angles of. When you walk. The angles of your. Your joints, they change. According to the. Steps we take. Uh, so we can look at the angle. We can look. Look at the moments at each joint. Moment is the torque generated in that. Uh, on that joint. Uh, then. Uh, the third. That is the muscle dynamic.

So in in gate biomechanic. Uh, there can be. A lot of. Uh, things which which can be looked into. Number one is the. Motion of the ankle so the ankle joint motion in which the angles of. When you walk. The angles of your. Your joints, they change. According to the. Steps we take. Uh, so we can look at the angle. We can look. Look at the moments at each joint. Moment is the torque generated in that. Uh, on that joint. Uh, then. Uh, the third. That is the muscle dynamic. In which the muscles are producing force. So, uh. How they're producing. What is the mechanism to? Take a step forward. Uh, whenever we are in in the gate cycle. Uh, so. A gate its. Starts uh. When we have a heel. The ground the same leg. And the cycle continues till the. Uh, the hill. Like. Uh, terminates on the. He'll contact author. So in that. There is a stance. Which consists of the 60. And a swing which consists of the 40% of the grade cycle. And those. Also distributed in. In in various steps. So so according to that. Angles and moments change. So.

So in in gate biomechanic. Uh, there can be. A lot of. Uh, things which which can be looked into. Number one is the. Motion of the ankle so the ankle joint motion in which the angles of. When you walk. The angles of your. Your joints, they change. According to the. Steps we take. Uh, so we can look at the angle. We can look. Look at the moments at each joint. Moment is the torque generated in that. Uh, on that joint. Uh, then. Uh, the third. That is the muscle dynamic. In which the muscles are producing force. So, uh. How they're producing. What is the mechanism to? Take a step forward. Uh, whenever we are in in the gate cycle. Uh, so. A gate its. Starts uh. When we have a heel. The ground the same leg. And the cycle continues till the. Uh, the hill. Like. Uh, terminates on the. He'll contact author. So in that. There is a stance. Which consists of the 60. And a swing which consists of the 40% of the grade cycle. And those. Also distributed in. In in various steps. So so according to that. Angles and moments change. So. Girls movies. Stay the push off. Kind of a thing at the. Recycle around. Shift end of the gate cycle with. To, uh, to move forward. For work, so the start. Goes into swing. And and and like what? We keep on working. So. The gate biomechan. And. Related to that.

Okay, so you’d introduce students to angles and moments at the joints, and muscle dynamics. If you were guiding a lab session on gait analysis, what’s one experiment or demonstration you’d use to make those concepts real for them?

Alright, that's a clear explanation of ankle motion, joint angles, and muscle dynamics during gait. If you had to pick one classroom experiment to help students visualize the changes in angles and moments as someone walks, what would you set up?

Alright, you described how the gait cycle starts with heel contact and includes both stance and swing phases, with changing angles and moments at the joints. If you were running a classroom experiment to help students really see those changes, what kind of demonstration or setup would you use?

OK, so I can use. I can also. Stick Diagram. Uh, I can use two. To show that what is happening at the ankle. Then I you. Two same. The patients to show show that how the knees. And the same pen. To show the how the the hip is moving. When when the when? Uh, when the gate cycle is. In progress. When? When? The person is. Walking so. So. If I. Show the stick diagram whenever. Person makes the. First heal contact on the ground it's. 0°. Of ankle. Angle and then. It plantar flexion. Means this this angle increases. Increases and. Uh, after. The Midwing. Of the gate cycle. It starts so. So this angle which had. Uh, increased. This this actually. Uh, decreases. The angle decreases, decreases, decreases, and then. After a while when the. Terminal, uh. Phase of the. Uh, stance is there. This again. Angle increasing. Uh, the the food goes into the push off phase. Says that it propels forward and goes into the swing phase. So this was. Poor thing, the same. Same few things. Happen on the knee. And the hip joints as well OK, so. So when we consider the. Angles and moments of the. Uh, the. The. The angles and moments. Uh, changes taking place at the. At the joints.

OK, so I can use. I can also. Stick Diagram. Uh, I can use two. To show that what is happening at the ankle. Then I you. Two same. The patients to show show that how the knees. And the same pen. To show the how the the hip is moving. When when the when? Uh, when the gate cycle is. In progress. When? When? The person is. Walking so. So. If I. Show the stick diagram whenever. Person makes the. First heal contact on the ground it's. 0°. Of ankle. Angle and then. It plantar flexion. Means this this angle increases.

OK, so I can use. I can also. Stick Diagram. Uh, I can use two. To show that what is happening at the ankle. Then I you. Two same. The patients to show show that how the knees. And the same pen. To show the how the the hip is moving. When when the when? Uh, when the gate cycle is. In progress. When? When? The person is. Walking so. So. If I. Show the stick diagram whenever. Person makes the. First heal contact on the ground it's. 0°. Of ankle. Angle and then. It plantar flexion. Means this this angle increases. Increases and. Uh, after. The Midwing. Of the gate cycle. It starts so. So this angle which had. Uh, increased. This this actually. Uh, decreases. The angle decreases, decreases, decreases, and then. After a while when the. Terminal, uh. Phase of the. Uh, stance is there. This again. Angle increasing. Uh, the the food goes into the push off phase. Says that it propels forward and goes into the swing phase.

Okay, Professor Anand, I noticed your recent publication presented at the International Society of Biomechanics — “Appropriate Metrics to Evaluate Spring Assistance to Lower Limbs for Improving Human Gait.” How has your research on spring-based assistive devices influenced the way you teach about gait mechanics or rehabilitation engineering to students?

Okay, so you'd use a stick diagram to show how the ankle angle changes through the gait cycle, highlighting plantar flexion and push-off. If you had to explain the importance of these joint movements to a student working on assistive device design, how would you connect what you've taught in class to their project work?

Alright, you’re connecting those joint angles and moments to the mechanics of walking, but you haven’t quite made it relatable yet. Say you’re teaching students from a non-engineering background—how would you link these biomechanical concepts to something they experience in daily life, so they really get it?

OK, so. So when we consider the. Angles and moments of the. Uh, the. The. The angles and moments. Uh, changes taking place at the. At the joints. We will be going to the mechanical engineering field of the. Uh, of the. Uh, of the gate cycle or or you can say the gate by mechanics, uh. The the things. We are taught in the physics. The physics subject. Uh, so so. I can. Mechanic Physics. The bio. They knew a bit about. Gate Biomechanics. Or otherwise I. Basically, uh. Go into the. Uh, how angles are changing and how? That are. Muscles. How how the muscles are getting energy and the the. Forces are being generated. To to have a push off and what is happening at the? Muscular level. Uh, the, the bio? We will uh, uh. They will understand at the. Biolevel at the body level. So I can always go into the. Muscles and. What is happening and at the knee? There are biarticular muscles, then there are. Uniarticular muscles at the. At the ankle. So I can always go into that. That how? How the? As the angle changes or as the moment changes at each joint. How the muscles are. Contracting.

OK, so. So when we consider the. Angles and moments of the. Uh, the. The. The angles and moments. Uh, changes taking place at the. At the joints. We will be going to the mechanical engineering field of the. Uh, of the. Uh, of the gate cycle or or you can say the gate by mechanics, uh. The the things. We are taught in the physics. The physics subject. Uh, so so. I can. Mechanic Physics. The bio. They knew a bit about. Gate Biomechanics. Or otherwise I. Basically, uh. Go into the. Uh, how angles are changing and how? That are. Muscles. How how the muscles are getting energy and the the. Forces are being generated. To to have a push off and what is happening at the? Muscular level. Uh, the, the bio? We will uh, uh. They will understand at the. Biolevel at the body level. So I can always go into the. Muscles and. What is happening and at the knee? There are biarticular muscles, then there are. Uniarticular muscles at the. At the ankle. So I can always go into that. That how? How the? As the angle changes or as the moment changes at each joint. How the muscles are. Contracting. Or expanding. And what is? What? What? Forces is that muscle produce. And how? Uh, how is that? My. Next, the gate.

OK, so. So when we consider the. Angles and moments of the. Uh, the. The. The angles and moments. Uh, changes taking place at the. At the joints. We will be going to the mechanical engineering field of the. Uh, of the. Uh, of the gate cycle or or you can say the gate by mechanics, uh. The the things. We are taught in the physics. The physics subject. Uh, so so. I can. Mechanic Physics. The bio. They knew a bit about. Gate Biomechanics. Or otherwise I. Basically, uh. Go into the. Uh, how angles are changing and how? That are. Muscles. How how the muscles are getting energy and the the. Forces are being generated. To to have a push off and what is happening at the? Muscular level. Uh, the, the bio? We will uh, uh. They will understand at the. Biolevel at the body level. So I can always go into the. Muscles and. What is happening and at the knee? There are biarticular muscles, then there are. Uniarticular muscles at the. At the ankle. So I can always go into that. That how? How the? As the angle changes or as the moment changes at each joint. How the muscles are. Contracting. Or expanding. And what is? What? What? Forces is that muscle produce. And how? Uh, how is that? My. Next, the gate. So always. Go into that thing for the bio people. And Major. In. The the. Population of the. Either mechanical. Student or Biolog?

Alright, you're tying the mechanical changes at the joints to muscle contraction, and making the link to physics and biology for students. Thinking about your research in assistive device design, what was one challenge you faced when explaining that work to a mixed audience—say, clinicians and engineers together?

Alright, you're connecting the mechanics and muscle dynamics to how we understand walking, and tying it back to concepts from physics and biology. Thinking about your research in assistive device design, can you tell me about a time you had to simplify that work for students who weren’t specialists?

Alright, you're tying the mechanics and muscle dynamics to how we understand walking, and linking it back to concepts from physics and biology. Thinking about your research in assistive device design, what was the most challenging aspect when translating those biomechanical principles into a practical device for patients?

OK, so. So when we consider the. Angles and moments of the. Uh, the. The. The angles and moments. Uh, changes taking place at the. At the joints. We will be going to the mechanical engineering field of the. Uh, of the. Uh, of the gate cycle or or you can say the gate by mechanics, uh. The the things. We are taught in the physics. The physics subject. Uh, so so. I can. Mechanic Physics. The bio. They knew a bit about. Gate Biomechanics. Or otherwise I. Basically, uh. Go into the. Uh, how angles are changing and how? That are. Muscles. How how the muscles are getting energy and the the. Forces are being generated. To to have a push off and what is happening at the? Muscular level. Uh, the, the bio? We will uh, uh. They will understand at the. Biolevel at the body level. So I can always go into the. Muscles and. What is happening and at the knee? There are biarticular muscles, then there are. Uniarticular muscles at the. At the ankle. So I can always go into that. That how? How the? As the angle changes or as the moment changes at each joint. How the muscles are. Contracting. Or expanding. And what is? What? What? Forces is that muscle produce. And how? Uh, how is that? My. Next, the gate. So always. Go into that thing for the bio people. And Major. In. The the. Population of the. Either mechanical. Student or Biolog? Maybe physics related? People, uh. Uh, electrical. Related people uh. In an effort. Basic concepts. Which can be. Which can. Uh, those people so. Uh, always do that. Also. Animation videos. I can show a. Condition. The. Uh, a gate demonstration. I can show some videos. Uh, related to gate? Uh, uh, so, uh. Any related to presentation or animation or some? Some videos, some simulations if I can show. Even. Invite people ahead. Uh, performance simulations on. Uh, the. Uh, the musculoskeletal system, uh. Which which which showed the. The gate of a person. So the whole of the gate cycle.

OK, so. So when we consider the. Angles and moments of the. Uh, the. The. The angles and moments. Uh, changes taking place at the. At the joints. We will be going to the mechanical engineering field of the. Uh, of the. Uh, of the gate cycle or or you can say the gate by mechanics, uh. The the things. We are taught in the physics. The physics subject. Uh, so so. I can. Mechanic Physics. The bio. They knew a bit about. Gate Biomechanics. Or otherwise I. Basically, uh. Go into the. Uh, how angles are changing and how? That are. Muscles. How how the muscles are getting energy and the the. Forces are being generated. To to have a push off and what is happening at the? Muscular level. Uh, the, the bio? We will uh, uh. They will understand at the. Biolevel at the body level. So I can always go into the. Muscles and. What is happening and at the knee? There are biarticular muscles, then there are. Uniarticular muscles at the. At the ankle. So I can always go into that. That how? How the? As the angle changes or as the moment changes at each joint. How the muscles are. Contracting. Or expanding. And what is? What? What? Forces is that muscle produce. And how? Uh, how is that? My. Next, the gate. So always. Go into that thing for the bio people. And Major. In. The the. Population of the. Either mechanical. Student or Biolog? Maybe physics related? People, uh. Uh, electrical. Related people uh. In an effort. Basic concepts. Which can be. Which can. Uh, those people so. Uh, always do that. Also. Animation videos. I can show a. Condition. The. Uh, a gate demonstration. I can show some videos. Uh, related to gate? Uh, uh, so, uh. Any related to presentation or animation or some? Some videos, some simulations if I can show. Even. Invite people ahead. Uh, performance simulations on. Uh, the. Uh, the musculoskeletal system, uh. Which which which showed the. The gate of a person. So the whole of the gate cycle. So those kind. Of things can be introduced. The system is a. Source software which can be accessible to. Each individual. So, uh, something. Will be shown on that. I can show some. Uh, lab demonstrations as well. Uh uh uh means in which? Some some kind of a model can be created of a of a human. Body of. Which can be. Made to move. And and how the? The angles are changing, or the moments are changing or how the power is generated.

OK, so. So when we consider the. Angles and moments of the. Uh, the. The. The angles and moments. Uh, changes taking place at the. At the joints. We will be going to the mechanical engineering field of the. Uh, of the. Uh, of the gate cycle or or you can say the gate by mechanics, uh. The the things. We are taught in the physics. The physics subject. Uh, so so. I can. Mechanic Physics. The bio. They knew a bit about. Gate Biomechanics. Or otherwise I. Basically, uh. Go into the. Uh, how angles are changing and how? That are. Muscles. How how the muscles are getting energy and the the. Forces are being generated. To to have a push off and what is happening at the? Muscular level. Uh, the, the bio? We will uh, uh. They will understand at the. Biolevel at the body level. So I can always go into the. Muscles and. What is happening and at the knee? There are biarticular muscles, then there are. Uniarticular muscles at the. At the ankle. So I can always go into that. That how? How the? As the angle changes or as the moment changes at each joint. How the muscles are. Contracting. Or expanding. And what is? What? What? Forces is that muscle produce. And how? Uh, how is that? My. Next, the gate. So always. Go into that thing for the bio people. And Major. In. The the. Population of the. Either mechanical. Student or Biolog? Maybe physics related? People, uh. Uh, electrical. Related people uh. In an effort. Basic concepts. Which can be. Which can. Uh, those people so. Uh, always do that. Also. Animation videos. I can show a. Condition. The. Uh, a gate demonstration. I can show some videos. Uh, related to gate? Uh, uh, so, uh. Any related to presentation or animation or some? Some videos, some simulations if I can show. Even. Invite people ahead. Uh, performance simulations on. Uh, the. Uh, the musculoskeletal system, uh. Which which which showed the. The gate of a person. So the whole of the gate cycle. So those kind. Of things can be introduced. The system is a. Source software which can be accessible to. Each individual.

OK, so. So when we consider the. Angles and moments of the. Uh, the. The. The angles and moments. Uh, changes taking place at the. At the joints. We will be going to the mechanical engineering field of the. Uh, of the. Uh, of the gate cycle or or you can say the gate by mechanics, uh. The the things. We are taught in the physics. The physics subject. Uh, so so. I can. Mechanic Physics. The bio. They knew a bit about. Gate Biomechanics. Or otherwise I. Basically, uh. Go into the. Uh, how angles are changing and how? That are. Muscles. How how the muscles are getting energy and the the. Forces are being generated. To to have a push off and what is happening at the? Muscular level. Uh, the, the bio? We will uh, uh. They will understand at the. Biolevel at the body level. So I can always go into the. Muscles and. What is happening and at the knee? There are biarticular muscles, then there are. Uniarticular muscles at the. At the ankle. So I can always go into that. That how? How the? As the angle changes or as the moment changes at each joint. How the muscles are. Contracting. Or expanding. And what is? What? What? Forces is that muscle produce. And how? Uh, how is that? My. Next, the gate. So always. Go into that thing for the bio people. And Major. In. The the. Population of the. Either mechanical. Student or Biolog? Maybe physics related? People, uh. Uh, electrical. Related people uh. In an effort. Basic concepts. Which can be. Which can. Uh, those people so. Uh, always do that. Also. Animation videos. I can show a. Condition. The. Uh, a gate demonstration. I can show some videos. Uh, related to gate? Uh, uh, so, uh. Any related to presentation or animation or some? Some videos, some simulations if I can show. Even. Invite people ahead. Uh, performance simulations on. Uh, the. Uh, the musculoskeletal system, uh. Which which which showed the. The gate of a person. So the whole of the gate cycle. So those kind. Of things can be introduced. The system is a. Source software which can be accessible to. Each individual. So, uh, something. Will be shown on that. I can show some. Uh, lab demonstrations as well.

OK, so. So when we consider the. Angles and moments of the. Uh, the. The. The angles and moments. Uh, changes taking place at the. At the joints. We will be going to the mechanical engineering field of the. Uh, of the. Uh, of the gate cycle or or you can say the gate by mechanics, uh. The the things. We are taught in the physics. The physics subject. Uh, so so. I can. Mechanic Physics. The bio. They knew a bit about. Gate Biomechanics. Or otherwise I. Basically, uh. Go into the. Uh, how angles are changing and how? That are. Muscles. How how the muscles are getting energy and the the. Forces are being generated. To to have a push off and what is happening at the? Muscular level. Uh, the, the bio? We will uh, uh. They will understand at the. Biolevel at the body level. So I can always go into the. Muscles and. What is happening and at the knee? There are biarticular muscles, then there are. Uniarticular muscles at the. At the ankle. So I can always go into that. That how? How the? As the angle changes or as the moment changes at each joint. How the muscles are. Contracting. Or expanding. And what is? What? What? Forces is that muscle produce. And how? Uh, how is that? My. Next, the gate. So always. Go into that thing for the bio people. And Major. In. The the. Population of the. Either mechanical. Student or Biolog? Maybe physics related? People, uh. Uh, electrical. Related people uh. In an effort. Basic concepts. Which can be. Which can. Uh, those people so. Uh, always do that. Also. Animation videos. I can show a. Condition. The. Uh, a gate demonstration. I can show some videos. Uh, related to gate? Uh, uh, so, uh. Any related to presentation or animation or some? Some videos, some simulations if I can show. Even. Invite people ahead. Uh, performance simulations on. Uh, the. Uh, the musculoskeletal system, uh. Which which which showed the. The gate of a person. So the whole of the gate cycle. So those kind. Of things can be introduced. The system is a. Source software which can be accessible to. Each individual. So, uh, something. Will be shown on that. I can show some. Uh, lab demonstrations as well. Uh uh uh means in which? Some some kind of a model can be created of a of a human. Body of. Which can be. Made to move. And and how the? The angles are changing, or the moments are changing or how the power is generated. Can be shown. Uh, some some elastic. It can be used to show. Hills surrounding the. Those joints, those links. Uh, which which crossed the joint either cross. Which are uniarticular. There are multi-artic.

OK, so. So when we consider the. Angles and moments of the. Uh, the. The. The angles and moments. Uh, changes taking place at the. At the joints. We will be going to the mechanical engineering field of the. Uh, of the. Uh, of the gate cycle or or you can say the gate by mechanics, uh. The the things. We are taught in the physics. The physics subject. Uh, so so. I can. Mechanic Physics. The bio. They knew a bit about. Gate Biomechanics. Or otherwise I. Basically, uh. Go into the. Uh, how angles are changing and how? That are. Muscles. How how the muscles are getting energy and the the. Forces are being generated. To to have a push off and what is happening at the? Muscular level. Uh, the, the bio? We will uh, uh. They will understand at the. Biolevel at the body level. So I can always go into the. Muscles and. What is happening and at the knee? There are biarticular muscles, then there are. Uniarticular muscles at the. At the ankle. So I can always go into that. That how? How the? As the angle changes or as the moment changes at each joint. How the muscles are. Contracting. Or expanding. And what is? What? What? Forces is that muscle produce. And how? Uh, how is that? My. Next, the gate. So always. Go into that thing for the bio people. And Major. In. The the. Population of the. Either mechanical. Student or Biolog? Maybe physics related? People, uh. Uh, electrical. Related people uh. In an effort. Basic concepts. Which can be. Which can. Uh, those people so. Uh, always do that. Also. Animation videos. I can show a. Condition. The. Uh, a gate demonstration. I can show some videos. Uh, related to gate? Uh, uh, so, uh. Any related to presentation or animation or some? Some videos, some simulations if I can show. Even. Invite people ahead. Uh, performance simulations on. Uh, the. Uh, the musculoskeletal system, uh. Which which which showed the. The gate of a person. So the whole of the gate cycle. So those kind. Of things can be introduced. The system is a. Source software which can be accessible to. Each individual. So, uh, something. Will be shown on that. I can show some. Uh, lab demonstrations as well. Uh uh uh means in which? Some some kind of a model can be created of a of a human. Body of. Which can be. Made to move. And and how the? The angles are changing, or the moments are changing or how the power is generated. Can be shown. Uh, some some elastic. It can be used to show. Hills surrounding the. Those joints, those links. Uh, which which crossed the joint either cross. Which are uniarticular. There are multi-artic. Unarticulated. Uh, muscles. How they react? How, uh, how they help in moving forward? Can be shown.

OK, so. So when we consider the. Angles and moments of the. Uh, the. The. The angles and moments. Uh, changes taking place at the. At the joints. We will be going to the mechanical engineering field of the. Uh, of the. Uh, of the gate cycle or or you can say the gate by mechanics, uh. The the things. We are taught in the physics. The physics subject. Uh, so so. I can. Mechanic Physics. The bio. They knew a bit about. Gate Biomechanics. Or otherwise I. Basically, uh. Go into the. Uh, how angles are changing and how? That are. Muscles. How how the muscles are getting energy and the the. Forces are being generated. To to have a push off and what is happening at the? Muscular level. Uh, the, the bio? We will uh, uh. They will understand at the. Biolevel at the body level. So I can always go into the. Muscles and. What is happening and at the knee? There are biarticular muscles, then there are. Uniarticular muscles at the. At the ankle. So I can always go into that. That how? How the? As the angle changes or as the moment changes at each joint. How the muscles are. Contracting. Or expanding. And what is? What? What? Forces is that muscle produce. And how? Uh, how is that? My. Next, the gate. So always. Go into that thing for the bio people. And Major. In. The the. Population of the. Either mechanical. Student or Biolog? Maybe physics related? People, uh. Uh, electrical. Related people uh. In an effort. Basic concepts. Which can be. Which can. Uh, those people so. Uh, always do that. Also. Animation videos. I can show a. Condition. The. Uh, a gate demonstration. I can show some videos. Uh, related to gate? Uh, uh, so, uh. Any related to presentation or animation or some? Some videos, some simulations if I can show. Even. Invite people ahead. Uh, performance simulations on. Uh, the. Uh, the musculoskeletal system, uh. Which which which showed the. The gate of a person. So the whole of the gate cycle. So those kind. Of things can be introduced. The system is a. Source software which can be accessible to. Each individual. So, uh, something. Will be shown on that. I can show some. Uh, lab demonstrations as well. Uh uh uh means in which? Some some kind of a model can be created of a of a human. Body of. Which can be. Made to move. And and how the? The angles are changing, or the moments are changing or how the power is generated. Can be shown. Uh, some some elastic. It can be used to show. Hills surrounding the. Those joints, those links. Uh, which which crossed the joint either cross. Which are uniarticular. There are multi-artic. Unarticulated. Uh, muscles. How they react? How, uh, how they help in moving forward? Can be shown. Yeah, this can be done.

Right, you mentioned using animation videos and simulations to help students grasp the gait cycle and musculoskeletal dynamics. That ties back nicely to your research on assistive device design. I want to pivot for a moment—when you’re guiding student research projects in this area, how do you help them connect theoretical models to practical outcomes for real patients?

You mentioned using animation, simulation, and even inviting students to see musculoskeletal software in action—that's a pretty interactive approach. Now, thinking about your thesis work on elastohydrodynamic lubrication, have you ever had to teach that topic to students, and if so, how did you make it accessible for them?

You mentioned showing lab demonstrations and using musculoskeletal software for gait simulations, which sounds engaging. Now, thinking about your thesis work in elastohydrodynamic lubrication—how would you translate the core principles from that research into something meaningful for students who aren't engineers?

Given your background in assistive device design and gait biomechanics, where do you see the most fundable research directions over the next few years? Which grants or funding sources would you target to support your work at VIT University?

You talked about using animations, simulations, and even physical models to help students grasp changes in joint angles and forces during walking—that’s a pretty immersive approach. Shifting gears a bit, Professor, how do you envision securing external funding for research projects, and how would you leverage VIT University's resources and reputation to succeed in grant proposals?

Alright, so you’d use physical models, elastic bands, and accessible simulation software like OpenSim to demonstrate how joint angles, muscle forces, and power generation work during gait. Now, Professor, thinking about your research in assistive device design and gait biomechanics, where do you see the most fundable research directions over the next few years, and which grants or funding sources would you target to support that work?

Alright, you mentioned showing lab demonstrations, animation videos, and using software like musculoskeletal simulation to help students relate to biomechanical concepts at both the mechanical and bio level. Now, Professor, thinking about your research in assistive device design and gait biomechanics, where do you see the most fundable directions over the next three years? Which grants or funding sources would you pursue to support your work at VIT University?

So my P. Was related to. Uh, the passive assistive device design. Which supported the ankle. So, uh, in which? We had some conclusions in which. The how the. The ankles are changing. How? I heard Georgian Spring in that. So the torsion. He produced some preload. As well as. The different. Uh, spring constraints for that torsion spring? So. A few, a few. It showed that. The the combination. Please preload levels. The the spring constant. Those can be, uh. Uh, means those. Different for different people. So, uh. Passive design level. I can always. And refine those designs. Uh, in at VIP University. In my lab. So creating a specific. And how? The individuals are reacting on that. And how? It affects different individuals.

So my P. Was related to. Uh, the passive assistive device design. Which supported the ankle. So, uh, in which? We had some conclusions in which. The how the. The ankles are changing. How? I heard Georgian Spring in that. So the torsion. He produced some preload. As well as. The different. Uh, spring constraints for that torsion spring? So. A few, a few. It showed that. The the combination. Please preload levels. The the spring constant. Those can be, uh. Uh, means those. Different for different people. So, uh. Passive design level. I can always. And refine those designs. Uh, in at VIP University. In my lab. So creating a specific. And how? The individuals are reacting on that. And how? It affects different individuals. Whether it? Young adult. Then. We can. Diseased patients as well. Uh, for example, Parkinson's and stroke. And other kind of. Uh, maybe, uh. In which one limb is affected. And the other is alright. And and those kind of things. We can. Element which can. Motor uh. Not a heavy motor, but. Very light motor. Some electrical systems. Electronic system.

You talked about refining passive assistive device designs and looking at how torsion springs can be optimized for different individuals. Thinking about VIT University's resources and reputation, how would you leverage those to make your grant proposals more competitive and secure external funding for your research?

You talked about refining passive device designs and individualizing spring constraints to help different patient groups, including those with Parkinson's or stroke. Thinking about industry collaborations, have you ever integrated consultancy work or real-world projects into your academic practice, especially in ways that would fit VIT University's focus on industry-academia partnerships?

So my P. Was related to. Uh, the passive assistive device design. Which supported the ankle. So, uh, in which? We had some conclusions in which. The how the. The ankles are changing. How? I heard Georgian Spring in that. So the torsion. He produced some preload. As well as. The different. Uh, spring constraints for that torsion spring? So. A few, a few. It showed that. The the combination. Please preload levels. The the spring constant. Those can be, uh. Uh, means those. Different for different people. So, uh. Passive design level. I can always. And refine those designs. Uh, in at VIP University. In my lab. So creating a specific. And how? The individuals are reacting on that. And how? It affects different individuals. Whether it? Young adult. Then. We can. Diseased patients as well. Uh, for example, Parkinson's and stroke. And other kind of. Uh, maybe, uh. In which one limb is affected. And the other is alright. And and those kind of things. We can. Element which can. Motor uh. Not a heavy motor, but. Very light motor. Some electrical systems. Electronic system. Make a platform assistant at. Uh, various joints. Uh, uh. Uh, in in. When we did. Elements can do. But if? Higher level systems we need. Some active system. UH-2 property forward. Uh. Create in which the. The. Not to device heavy. But to make. The fact. What we? Uh, make sure we can use that. That, uh. The. The whole of the systems doesn't. Get, uh, heavy on. On the wait side. But it can. And such that. Has reason. Propel his body forward and. The the element. Uh uh, actually help in. Uh, pro? Why not? Consuming a lot of. Electronic and electrical system. Used body forward. Not that it is. That heavyweight? But uh. A light system. It whole of. Used to. CS go up. Open the the joint. Handle syndrome movement. Uh, funding, which I can get. For uh vit university. Can be from. DBT and DST. And. Some of you. A few things, a few more.

So my P. Was related to. Uh, the passive assistive device design. Which supported the ankle. So, uh, in which? We had some conclusions in which. The how the. The ankles are changing. How? I heard Georgian Spring in that. So the torsion. He produced some preload. As well as. The different. Uh, spring constraints for that torsion spring? So. A few, a few. It showed that. The the combination. Please preload levels. The the spring constant. Those can be, uh. Uh, means those. Different for different people. So, uh. Passive design level. I can always. And refine those designs. Uh, in at VIP University. In my lab. So creating a specific. And how? The individuals are reacting on that. And how? It affects different individuals. Whether it? Young adult. Then. We can. Diseased patients as well. Uh, for example, Parkinson's and stroke. And other kind of. Uh, maybe, uh. In which one limb is affected. And the other is alright. And and those kind of things. We can. Element which can. Motor uh. Not a heavy motor, but. Very light motor. Some electrical systems. Electronic system. Make a platform assistant at. Uh, various joints. Uh, uh. Uh, in in. When we did. Elements can do. But if? Higher level systems we need. Some active system. UH-2 property forward. Uh. Create in which the. The. Not to device heavy. But to make. The fact. What we? Uh, make sure we can use that. That, uh. The. The whole of the systems doesn't. Get, uh, heavy on. On the wait side. But it can. And such that. Has reason. Propel his body forward and. The the element. Uh uh, actually help in. Uh, pro? Why not? Consuming a lot of. Electronic and electrical system. Used body forward. Not that it is. That heavyweight? But uh. A light system. It whole of. Used to. CS go up. Open the the joint. Handle syndrome movement. Uh, funding, which I can get. For uh vit university. Can be from. DBT and DST. And. Some of you. A few things, a few more. Select Data Center. And maybe some collaborations with some. Some universities, some hospitals. Some some medical facilities. I can do international collaborations as well. Because I had. In I had done in my PhD. I can always go back to IIT. In which we have a. A full furnished lab. We can collaborate. We can always collaborate with that. So. Initially. Lab setup will be going on. Uh, we can always collaborate with. Some other labs such that. Uh student will have. Somewhere to go and somewhere to perform their experiments. So this is my idea for. Uh, for getting the. The the funding in. Vit University.

You mentioned using DBT and DST as funding sources, and refining passive assistive device designs for different populations, including those with Parkinson's or stroke. How would you leverage VIT University's resources and reputation to strengthen your grant proposals and make your lab stand out to funding agencies?

You talked about refining passive device designs and individualizing spring constraints to help different patient groups, including those with Parkinson's or stroke. Thinking about industry collaboration, can you describe how you've integrated consultancy or industry experience into your academic practice—especially in ways that would fit VIT University's focus on industry-academia partnerships?

So in case. Uh, the diseased patients like Parkinson's and stroke. Uh, uh, so that. The other group can. Healthy old. Or. Or maybe the disease? The other. The uh in in. Which one limb is? Affected and the other is. Alright, so we. You can always do it on one limb. Uh, so. In case of industry. Academia Collaboration. I have always been. The Academia. Uh, but in case. Industry Academy of collaboration I had. I have a data center in which. My device. Under that project only so. That was. Our industry. Academy of Collaborative. We can all. Or. Or some other? Uh, industry collaboration.

So in case. Uh, the diseased patients like Parkinson's and stroke. Uh, uh, so that. The other group can. Healthy old. Or. Or maybe the disease? The other. The uh in in. Which one limb is? Affected and the other is. Alright, so we. You can always do it on one limb. Uh, so. In case of industry. Academia Collaboration. I have always been. The Academia. Uh, but in case. Industry Academy of collaboration I had. I have a data center in which. My device. Under that project only so. That was. Our industry. Academy of Collaborative. We can all. Or. Or some other? Uh, industry collaboration. The the healthcare. Created from scratch. Or maybe. Uh, some idea, can you? Vodafone, uh. The the ongoing work which is. Which is going on right now. Further developed into. For their ideated and developed in. A more robust design. Uh, so, uh, that. But the the other. Uh, uh. In case of weird. Uh, we can. We can all do. Uh, those kind of things. IIT Bombay collaboration. Can also be done.

Okay, so your device was tested through an industry-academia collaboration and you worked with a data center project. Since VIT University puts a lot of emphasis on adapting curriculum to emerging trends, can you share an example of how you've contributed to curriculum development in the past, and how you’d adapt VIT's educational programs to new advances in AI or related fields?

Alright, so your device was tested through an industry-academia collaboration and you worked with a data center project. Since VIT University puts a lot of emphasis on adapting curriculum to emerging trends like Artificial Intelligence, can you share an example of your contribution to curriculum development—and how you'd tailor programs to keep them relevant in fields like AI or health informatics?

So I had performed experiments on my design. So the design was made from scratch and. It evolved. From a. A very simple. Two more of a compact design. In which the. The person. It was it was seen that the performances on the level of data. Were were giving good results. And also the comfortable. The person was looked into. Uh, so, uh. Uh. Go to the. The experimentations were going on such that the. Device the design of. Much more. Uh, uh, so that was at. Each and every stage and. At the final stage. The whole experimentation had. Uh had been done on both the young adults as well as the older adults. Uh, now this. Uh, the.

So I had performed experiments on my design. So the design was made from scratch and. It evolved. From a. A very simple. Two more of a compact design. In which the. The person. It was it was seen that the performances on the level of data. Were were giving good results. And also the comfortable. The person was looked into. Uh, so, uh. Uh. Go to the. The experimentations were going on such that the. Device the design of. Much more. Uh, uh, so that was at. Each and every stage and. At the final stage. The whole experimentation had. Uh had been done on both the young adults as well as the older adults. Uh, now this. Uh, the. Captured from. This young ang. Older adult data. Uh, this? Run in the SPSS software from. IBM and. According. Uh, so, uh. For for that data. To show. To give us a trend or to take us towards a trend? And uh. And basically. Uh uh, but. The. We can frequently. From the data. Uh. To look at the data and. Uh, maybe show us some? Some urged. Uh, where we should go? The going for. The future. Uh, the other. But the the design. In itself. Uh. Uh, some. Literature. Done earlier.

Alright, Professor, you mentioned teaching biomechanics and working with both engineering and bio students. Suppose you have to run a session for 200 students without using slides or traditional lectures—how would you design the class to keep them actively engaged and ensure they really understand the material?

So I had performed experiments on my design. So the design was made from scratch and. It evolved. From a. A very simple. Two more of a compact design. In which the. The person. It was it was seen that the performances on the level of data. Were were giving good results. And also the comfortable. The person was looked into. Uh, so, uh. Uh. Go to the. The experimentations were going on such that the. Device the design of. Much more. Uh, uh, so that was at. Each and every stage and. At the final stage. The whole experimentation had. Uh had been done on both the young adults as well as the older adults. Uh, now this. Uh, the. Captured from. This young ang. Older adult data. Uh, this? Run in the SPSS software from. IBM and. According. Uh, so, uh. For for that data. To show. To give us a trend or to take us towards a trend? And uh. And basically. Uh uh, but. The. We can frequently. From the data. Uh. To look at the data and. Uh, maybe show us some? Some urged. Uh, where we should go? The going for. The future. Uh, the other. But the the design. In itself. Uh. Uh, some. Literature. Done earlier. Some of the tool. Which which? That what? Experimental design we should prepare. To a short. Uh, the. The. The design can help. Each individual. Uh, can uh. Progress towards. So. Used in experiment. The data.

So I had performed experiments on my design. So the design was made from scratch and. It evolved. From a. A very simple. Two more of a compact design. In which the. The person. It was it was seen that the performances on the level of data. Were were giving good results. And also the comfortable. The person was looked into. Uh, so, uh. Uh. Go to the. The experimentations were going on such that the. Device the design of. Much more. Uh, uh, so that was at. Each and every stage and. At the final stage. The whole experimentation had. Uh had been done on both the young adults as well as the older adults. Uh, now this. Uh, the. Captured from. This young ang. Older adult data. Uh, this? Run in the SPSS software from. IBM and. According. Uh, so, uh. For for that data. To show. To give us a trend or to take us towards a trend? And uh. And basically. Uh uh, but. The. We can frequently. From the data. Uh. To look at the data and. Uh, maybe show us some? Some urged. Uh, where we should go? The going for. The future. Uh, the other. But the the design. In itself. Uh. Uh, some. Literature. Done earlier. Some of the tool. Which which? That what? Experimental design we should prepare. To a short. Uh, the. The. The design can help. Each individual. Uh, can uh. Progress towards. So. Used in experiment. The data. To show forward. This can be done.

You mentioned using SPSS to analyze experimental data and adapting your device design based on results from both young and older adults. Since curriculum development is key, how would you structure a lab component for students working on assistive device projects, so they get hands-on experience and connect theory to practice?

You ran experiments across different age groups, analyzed data in SPSS, and used those results to inform device design. When it comes to curriculum, how would you structure a student-driven project that connects biomechanics research to emerging fields like Artificial Intelligence or health informatics, so students actually get hands-on experience?

Alright, accreditation cycles can be pretty demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

What do you think?

What do you think? The outcome assessment.

You asked what I think — so let me clarify. If outcome assessment data is inconsistent, I'd expect a faculty member to first dive into the root causes, maybe by reviewing how each instructor collects and reports outcomes. From there, they'd probably standardize rubrics or data collection methods, and set up a system to audit the process regularly. What specifically would you do to ensure compliance and accuracy across the department?

You’re asking about outcome assessment — basically, it’s how we measure whether students actually learn what we intend across a course or program. If you noticed inconsistent results in those assessments, what practical steps would you personally take to bring things back in line?

OK, got it.

OK, got it. So so. There is an inconsistent. See over the assessment. Uh, results?

Alright, you got the gist of outcome assessment. Now, beyond teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees or program reviews?

OK, got it. So so. There is an inconsistent. See over the assessment. Uh, results? Rec Doctor. Is performing better than the rest. We can always look at the the. The people who are performing at the average level.

OK, got it. So so. There is an inconsistent. See over the assessment. Uh, results? Rec Doctor. Is performing better than the rest. We can always look at the the. The people who are performing at the average level. Uh, the people who are. Uh, who are not? Who are poorly performing. Or coming at that. At the level which we are. Desire to have those two rooms. So, uh. So and they.

Right, so if there’s inconsistency in assessment results, what would you actually do to get faculty on the same page—would you run a workshop, set up some shared rubrics, or something else?

OK, got it. So so. There is an inconsistent. See over the assessment. Uh, results? Rec Doctor. Is performing better than the rest. We can always look at the the. The people who are performing at the average level. Uh, the people who are. Uh, who are not? Who are poorly performing. Or coming at that. At the level which we are. Desire to have those two rooms. So, uh. So and they. On both the levels. Uh, so. We have uh. The uh. At least. We can design. Kind of. Uh, classroom structure. Switch the performing people.

You mentioned looking at those performing at an average level if assessment results are inconsistent. What would you actually do to get faculty aligned—would you run a workshop, set up shared rubrics, or take some other approach?

OK, got it. So so. There is an inconsistent. See over the assessment. Uh, results? Rec Doctor. Is performing better than the rest. We can always look at the the. The people who are performing at the average level. Uh, the people who are. Uh, who are not? Who are poorly performing. Or coming at that. At the level which we are. Desire to have those two rooms. So, uh. So and they. On both the levels. Uh, so. We have uh. The uh. At least. We can design. Kind of. Uh, classroom structure. Switch the performing people. They can. Data. Uh, some. Some maybe take. Course a little slower. Such that they get each. Concept. Uh, they, they are to learn. The concept and. And they they can apply. Concept which can. Seen as and. The examination. Which which have to be looked into.

OK, got it. So so. There is an inconsistent. See over the assessment. Uh, results? Rec Doctor. Is performing better than the rest. We can always look at the the. The people who are performing at the average level. Uh, the people who are. Uh, who are not? Who are poorly performing. Or coming at that. At the level which we are. Desire to have those two rooms. So, uh. So and they. On both the levels. Uh, so. We have uh. The uh. At least. We can design. Kind of. Uh, classroom structure. Switch the performing people. They can. Data. Uh, some. Some maybe take. Course a little slower. Such that they get each. Concept. Uh, they, they are to learn. The concept and. And they they can apply. Concept which can. Seen as and. The examination. Which which have to be looked into. The person. How is thinking how? What is the? You which which has been created.

So you’re thinking about comparing high performers to those at the average or lower levels. What would you actually do to get faculty aligned on outcome assessment—would you run a workshop, set up shared rubrics, or something else?

OK, got it. So so. There is an inconsistent. See over the assessment. Uh, results? Rec Doctor. Is performing better than the rest. We can always look at the the. The people who are performing at the average level. Uh, the people who are. Uh, who are not? Who are poorly performing. Or coming at that. At the level which we are. Desire to have those two rooms. So, uh. So and they. On both the levels. Uh, so. We have uh. The uh. At least. We can design. Kind of. Uh, classroom structure. Switch the performing people. They can. Data. Uh, some. Some maybe take. Course a little slower. Such that they get each. Concept. Uh, they, they are to learn. The concept and. And they they can apply. Concept which can. Seen as and. The examination. Which which have to be looked into. The person. How is thinking how? What is the? You which which has been created. For each individual. Can be seen in. Uh, all.

OK, got it. So so. There is an inconsistent. See over the assessment. Uh, results? Rec Doctor. Is performing better than the rest. We can always look at the the. The people who are performing at the average level. Uh, the people who are. Uh, who are not? Who are poorly performing. Or coming at that. At the level which we are. Desire to have those two rooms. So, uh. So and they. On both the levels. Uh, so. We have uh. The uh. At least. We can design. Kind of. Uh, classroom structure. Switch the performing people. They can. Data. Uh, some. Some maybe take. Course a little slower. Such that they get each. Concept. Uh, they, they are to learn. The concept and. And they they can apply. Concept which can. Seen as and. The examination. Which which have to be looked into. The person. How is thinking how? What is the? You which which has been created. For each individual. Can be seen in. Uh, all. Whatever it will. Final, uh, preference. Because, uh. The Learning.

OK, got it. So so. There is an inconsistent. See over the assessment. Uh, results? Rec Doctor. Is performing better than the rest. We can always look at the the. The people who are performing at the average level. Uh, the people who are. Uh, who are not? Who are poorly performing. Or coming at that. At the level which we are. Desire to have those two rooms. So, uh. So and they. On both the levels. Uh, so. We have uh. The uh. At least. We can design. Kind of. Uh, classroom structure. Switch the performing people. They can. Data. Uh, some. Some maybe take. Course a little slower. Such that they get each. Concept. Uh, they, they are to learn. The concept and. And they they can apply. Concept which can. Seen as and. The examination. Which which have to be looked into. The person. How is thinking how? What is the? You which which has been created. For each individual. Can be seen in. Uh, all. Whatever it will. Final, uh, preference. Because, uh. The Learning. Is the main thing. Which can be. Which can.

You talked about structuring classrooms to address differences in student performance when assessment results are inconsistent. That’s one way to tackle it. Professor, beyond teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees or program reviews?

Alright, you mentioned adjusting classroom structure to make sure students at all levels grasp the concepts. When it comes to department-level governance at VIT, like program reviews or curriculum committees, what role do you see yourself playing beyond teaching and research?

You mentioned designing classroom structures to help students who are struggling, and considering how they're thinking during exams. When it comes to department governance—like curriculum committees or program reviews—what role do you see yourself playing at VIT, beyond just teaching and research?

You mentioned comparing high, average, and low performers and adjusting classroom structure to help everyone grasp the concepts. That’s one way to tackle it. Professor, beyond teaching and research, what role do you see yourself playing in department-level governance at VIT—things like curriculum committees, program reviews, or guiding accreditation efforts?

Okay, let's shift gears. Imagine a student files a formal complaint alleging your grading was biased, but at the same time your department head is pressuring you to improve overall pass rates. How would you handle the situation and balance academic integrity with those competing pressures?

Alright, so you’d look at how students are thinking

Yes.

You mentioned focusing on learning as the main thing and adjusting teaching to help students at different performance levels. Suppose a student files a formal complaint alleging your grading is biased, but your department head is pressuring you to improve overall pass rates. How would you handle that situation?

Yeah, so. I can. The 4th following people.

Yeah, so. I can. The 4th following people. Take some extra class. Or or me. Define.

You started to mention the students filing complaints—can you walk me through exactly how you’d handle it if your department head pressured you to change grades, but you felt your evaluation was fair?

You started to mention redefining or extra classes, but let's focus on the complaint side. If you felt your evaluation was fair, but the department head disagreed and still pressured you to change grades, what would you actually do?

Yeah, so. I can. The 4th following people. Take some extra class. Or or me. Define. Very simple way which which in which they can learn. They can, uh. Uh, related to uh. Economics. Uh. Take the course slower for them. Or or what is needed? Can be done some some. The village. You can can decide how. How the people are learning. So very quickly when? When I write some. Uh, some words. Some some people learn by animation. Some people learn. Can I show videos some people? Do some demonstrations. So. Different each individuals. And when? Grading of the. Examination scores. Uh, that can be relative. Uh, that with. How the the teaching has been done? It also depends on the individual skill. Capacity.

You mentioned earlier that your device was created as part of an industry-academia collaboration, tested in a data center setting, and you’ve worked with healthcare partners. Given your experience, do you have any industry connections that could translate into internship or placement opportunities for students at VIT University?

So the. Collaboration can be done. The IIT Bombay laboratory in which I worked that collaboration. Can be done a few more. IIT Bombay in which? Not. Not related. To my field but the the other fields because. Each interest. The same field. So those. IIT Bombay. Uh, the the other. Some some. Industries. Uh, that can Biomet. Or a mechanical engineer. Related industry I had. I had done my internship.

So the. Collaboration can be done. The IIT Bombay laboratory in which I worked that collaboration. Can be done a few more. IIT Bombay in which? Not. Not related. To my field but the the other fields because. Each interest. The same field. So those. IIT Bombay. Uh, the the other. Some some. Industries. Uh, that can Biomet. Or a mechanical engineer. Related industry I had. I had done my internship. At the bachelor's level in the. NBC bearings so. That collaboration, that. Opportunity of internship can always be presented to the students.

Alright, Professor, let's move to a quick round verifying a few core skills for this role. First, when teaching theory and laboratory courses, how do you ensure students grasp both the concepts and the practical aspects, especially in fields like artificial intelligence or health informatics?