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Please start by introducing your professional journey in academia.

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Go ahead, Professor. Please share your academic journey and how you've developed your research and teaching interests.

Academic career after that play my teaching career firstly completed my SSL and. Vijay Grammar High School and.

Right, so after your early schooling, how did you first get interested in teaching? Was there a particular subject or experience that drew you toward becoming an educator?

Diagram. Did they work in strategy? I'm 7 agent there and I have completed in 11.

Okay, sounds like you've covered your foundational education up to your undergraduate studies. When did you first get involved in teaching, and what was the environment like—were you working with high school students, undergrads, or another group?

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Right, so you've walked me through your early and undergraduate education. Can you share when you first started teaching—was it during your post-graduation, or did you begin right after your bachelor's? What was your first classroom or lab teaching experience like?

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Professor, I hear you've described your path through secondary and undergraduate education, but I need to hear specifically about your entry into teaching. What was your first actual classroom teaching experience—who were your students, and what subject did you teach?

After that I will run. I'm joined as a student professor in. This is my regarding my.

Okay, so you've talked through your academic path up to joining as a student professor. When you first started teaching, what subject or topic did you most enjoy introducing to your students, and why?

Then after him take I worked as. A three years nice temperature journey.

I went for. I have a PhD in dynamic city. I have to be a research experience will be 4 years.

Right, so you've talked through your academic path up to joining as a student professor. When you first started teaching, what subject or topic did you most enjoy introducing to your students, and why?

Professor, you mentioned having a PhD in dynamics and four years of research experience. In your early teaching years, how did you approach explaining a complex concept—say, from dynamics or another core subject—to students who were struggling with the basics?

See the dynamic. Static means we have need to connect prior integration client to server only. And then dynamic means it will be the thinking that I will need to connect a client to server or? Uh, note to note, however, was to host will be connected that dynamically at a time of runtime time. Education and. Will be more useful for the dynamic cloud. Cloud is means uh. Nowadays all are using for the cloud computing. Why? Because, uh. Unknown to expense more amount of uh. Uh, money I have spent on your investment for that. So that's why all went for Cloud. So it will be busy with some uh. Virtual with that traffic, that networking. So that avoidance we need to dynamic load balancing.

That's a pretty high-level explanation — when you were teaching about dynamic cloud or load balancing, how did you structure the lesson so students could connect the theory with practical examples?

Schools, we need to find, we need to explain that cloud computing. Done any cloud computing is more.

That's pretty high-level — when you were teaching about dynamic cloud or load balancing, how did you structure the lesson so students could connect the theory with practical examples?

For example, if we are taking, I'm establishing a new. To. Give some bugs to. And 10% working on. 10% but I need to spend more money to and I need to take some services from the cloud. So it has that services. Infrastructure and. Addition level I need to do that my business. Will I do this? Cake Studies.

Okay, you've shared how you introduce cloud computing and dynamic load balancing with practical examples. When you walk students through a case study—like the one you just mentioned—how do you assess whether they've actually understood the core concept, rather than just memorizing details?

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Professor, I noticed your recent publication: "DL-DC: Deep learning-based deadline constrained load balancing technique" in Concurrency and Computation. When you cover load balancing or deep learning topics in your classroom, how do you adapt insights from your research so they're accessible and meaningful for undergraduates who may not have a strong math background?

In this dynamic we have to use some algorithms, for example that at least. Time. A list of. And in dynamic algorithm this comes under that. And static alertum comes under the.

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You've described the difference between static and dynamic connections in cloud computing, and touched on algorithms for load balancing. When you're teaching these dynamic algorithms to students, how do you help them move from understanding the theory to actually implementing a solution—do you use labs, projects, or something else?

Alright, you've explained some differences between static and dynamic algorithms, and mentioned their role in cloud computing. If you were mentoring a student on a research project about dynamic load balancing in cloud environments, how would you guide them to design a simple experiment to test their algorithm's effectiveness?

Dynamic.

Given your research background in dynamic systems and cloud computing, where do you see the most promising opportunities for externally funded research over the next few years? Which specific grants or funding agencies would you target to sustain and grow your group?

That agenda for 20-30 we need to develop the all systems. Goal and uh, this agenda comprise to 17 HTCS and uh, can. Go for that. For example, some examples I'll tell that some low poverty and good health and. Uh, well-being quality of education. And sensitive quality. And Dean, utterance, sanitation and. Like that we have some. Uh, there something UH-7? These are some examples of sustainable goals.

Professor, thinking about your teaching experience—suppose you were tasked with running a large introductory course, but you couldn’t use slides or traditional lectures. How would you keep 200 students actively engaged and help them really grasp the material?

And how? Uh, I can, uh. Till now we are in the. 2026 now. But till now we have some gender inequality is there. Uh.

Professor, accreditation cycles 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?

For all are equal because that. Hello. Consumption, Blitzer TV accounting and. Some, uh, some programs need to develop, uh, we can, uh. The gender equality. Like that we need to go do and. Uh, the.

Professor, imagine a situation where a student accuses you of grading unfairly, and at the same time, your department head is pressuring you to raise pass rates for the course. How would you balance addressing the complaint with maintaining your academic standards under that kind of institutional pressure?

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Professor, given your expertise in multimedia and artificial intelligence, do you have any industry connections or collaborations that could help your students gain hands-on experience or access to internships and placements?

I'll help the students to move there and. That internship and full time also can. Provider.

Okay, let's shift gears. When you're teaching a theory-heavy multimedia or AI course, how do you design a lab that actually gets students to apply what they've learned in a hands-on way, not just follow instructions?

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Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

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