Hello.

Please start by introducing your professional journey in academia

OK, I'm Doctor A Sumitra. I'm from. Shipguard, Rani pedd History. I completed my schooling. Government, A secondary school. Shivkar Ranipet. I pursued my undergraduate. Postpartum with. And NBSP degrees. At Tiruvallur University. I completed my. PhD degree. At Velu Institute of Technology.

OK, I'm Doctor A Sumitra. I'm from. Shipguard, Rani pedd History. I completed my schooling. Government, A secondary school. Shivkar Ranipet. I pursued my undergraduate. Postpartum with. And NBSP degrees. At Tiruvallur University. I completed my. PhD degree. At Velu Institute of Technology. Well looked after. I have. 2.4 years experience in. Policy income team to university.

OK, I'm Doctor A Sumitra. I'm from. Shipguard, Rani pedd History. I completed my schooling. Government, A secondary school. Shivkar Ranipet. I pursued my undergraduate. Postpartum with. And NBSP degrees. At Tiruvallur University. I completed my. PhD degree. At Velu Institute of Technology. Well looked after. I have. 2.4 years experience in. Policy income team to university. The I published during that period. I published 3 research article. In that in that article is only one. Published in Focus Index Indexed Journal.

OK, I'm Doctor A Sumitra. I'm from. Shipguard, Rani pedd History. I completed my schooling. Government, A secondary school. Shivkar Ranipet. I pursued my undergraduate. Postpartum with. And NBSP degrees. At Tiruvallur University. I completed my. PhD degree. At Velu Institute of Technology. Well looked after. I have. 2.4 years experience in. Policy income team to university. The I published during that period. I published 3 research article. In that in that article is only one. Published in Focus Index Indexed Journal. And the other two papers published. In SE Journal with more than three impact factors.

OK, I'm Doctor A Sumitra. I'm from. Shipguard, Rani pedd History. I completed my schooling. Government, A secondary school. Shivkar Ranipet. I pursued my undergraduate. Postpartum with. And NBSP degrees. At Tiruvallur University. I completed my. PhD degree. At Velu Institute of Technology. Well looked after. I have. 2.4 years experience in. Policy income team to university. The I published during that period. I published 3 research article. In that in that article is only one. Published in Focus Index Indexed Journal. And the other two papers published. In SE Journal with more than three impact factors. And during that period. Uh. Institution given.

You've given me a clear sense of your academic journey, Dr. Sumitra. Thinking about your early teaching experiences, can you tell me about a foundational mathematics concept you most enjoy introducing to students for the first time?

OK, I'm Doctor A Sumitra. I'm from. Shipguard, Rani pedd History. I completed my schooling. Government, A secondary school. Shivkar Ranipet. I pursued my undergraduate. Postpartum with. And NBSP degrees. At Tiruvallur University. I completed my. PhD degree. At Velu Institute of Technology. Well looked after. I have. 2.4 years experience in. Policy income team to university. The I published during that period. I published 3 research article. In that in that article is only one. Published in Focus Index Indexed Journal. And the other two papers published. In SE Journal with more than three impact factors. And during that period. Uh. Institution given. During that period. During that. Period. Institution given research incentive award also.

OK, I'm Doctor A Sumitra. I'm from. Shipguard, Rani pedd History. I completed my schooling. Government, A secondary school. Shivkar Ranipet. I pursued my undergraduate. Postpartum with. And NBSP degrees. At Tiruvallur University. I completed my. PhD degree. At Velu Institute of Technology. Well looked after. I have. 2.4 years experience in. Policy income team to university. The I published during that period. I published 3 research article. In that in that article is only one. Published in Focus Index Indexed Journal. And the other two papers published. In SE Journal with more than three impact factors. And during that period. Uh. Institution given. During that period. During that. Period. Institution given research incentive award also. Incentive amount is. Rupees 30,000.

Alright, so you mentioned 2.4 years of experience at Policy Income Team to University, and your academic path through Tiruvallur University and VIT. When you first started teaching, what was the classroom environment like—were you working with large introductory groups, small seminars, or something else?

Okay, so you’ve published three research articles, with one in a Focus Indexed Journal, alongside teaching at Policy Income Team to University. Thinking back, when you introduced a complex topic—say, linear algebra or probability theory—to a new class, what approach did you use to help students actually grasp the fundamentals?

Alright, so three research papers—one in a Focus Indexed Journal and two in SE Journals with an impact factor above three—alongside your teaching at Policy Income Team to University. When you were presenting material from your research to students, how did you adapt complex findings so that undergraduates could understand and engage with them?

Dr. Sumithra, I noticed your PhD focused on transport phenomena of nanofluids in enclosures at VIT, and you’ve published multiple papers on magnetohydrodynamic flows and heat transfer. Can you describe a time when you had to simplify one of these advanced research topics—perhaps from your thesis or your Journal of Thermal Engineering article—for undergraduate students who had no prior exposure to nanofluids or MHD?

So you mentioned the institution gave you a research incentive award during that period as well. That’s a notable recognition. Thinking about your time working on those research articles, can you give me an example of how your research—maybe something specific from one of your SE Journal papers—influenced the way you designed a classroom lesson or project for your students?

Let’s talk about your research vision. Given your work in magnetohydrodynamic flows and nanofluid transport, where do you see the most fundable research directions in the next few years—what kinds of grants or collaborations would you pursue to turn your expertise into a sustainable research group?

Actually my research topic again. Currently I'm doing research. Transport phenomena of nanoplane enclosure. Yeah, yeah, in this. I'm using cavity Phase 2 problems. I'm using the show many sheets like square, rectangular. And then triangular like a. Subtras yeah, in this channel I'm using. Using traditional fluid. And nanofried.

Actually my research topic again. Currently I'm doing research. Transport phenomena of nanoplane enclosure. Yeah, yeah, in this. I'm using cavity Phase 2 problems. I'm using the show many sheets like square, rectangular. And then triangular like a. Subtras yeah, in this channel I'm using. Using traditional fluid. And nanofried. Traditional food. Man-of-looking yet?

Actually my research topic again. Currently I'm doing research. Transport phenomena of nanoplane enclosure. Yeah, yeah, in this. I'm using cavity Phase 2 problems. I'm using the show many sheets like square, rectangular. And then triangular like a. Subtras yeah, in this channel I'm using. Using traditional fluid. And nanofried. Traditional food. Man-of-looking yet? Yeah, increasing the heat transfer in. And being transferred in the. Temperature so that you are. Both are traditional and nano. Yes, and under magnetohydrodynamics, whose reading many other engineering field likes.

Actually my research topic again. Currently I'm doing research. Transport phenomena of nanoplane enclosure. Yeah, yeah, in this. I'm using cavity Phase 2 problems. I'm using the show many sheets like square, rectangular. And then triangular like a. Subtras yeah, in this channel I'm using. Using traditional fluid. And nanofried. Traditional food. Man-of-looking yet? Yeah, increasing the heat transfer in. And being transferred in the. Temperature so that you are. Both are traditional and nano. Yes, and under magnetohydrodynamics, whose reading many other engineering field likes. Uh, why avoid us and then the thermal insulated walls? So many systems it can be. Used to and then. Solar energy systems. So many things, uh. Under using. Different types of uh. None of wheelchair factor also I will.

Actually my research topic again. Currently I'm doing research. Transport phenomena of nanoplane enclosure. Yeah, yeah, in this. I'm using cavity Phase 2 problems. I'm using the show many sheets like square, rectangular. And then triangular like a. Subtras yeah, in this channel I'm using. Using traditional fluid. And nanofried. Traditional food. Man-of-looking yet? Yeah, increasing the heat transfer in. And being transferred in the. Temperature so that you are. Both are traditional and nano. Yes, and under magnetohydrodynamics, whose reading many other engineering field likes. Uh, why avoid us and then the thermal insulated walls? So many systems it can be. Used to and then. Solar energy systems. So many things, uh. Under using. Different types of uh. None of wheelchair factor also I will. Such articles. Yeah, if you are, if you are, evening time. You might publish the papers. I'm using MSP flow conditions also. It can be increasing the heat transfer. And then decreasing the fluid flow in the. Particular cavity basic problem.

So you’re working with different cavity shapes—square, rectangular, triangular—and looking at both traditional and nanofluids for transport phenomena in enclosures. Given that, what specific funding agencies or grant schemes do you see as most realistic for your work right now, and how would you pitch the unique value of your research to them?

Right, now let’s shift to your teaching approach. Suppose you’re assigned a large undergraduate Mathematics class—over 200 students—and you’re not allowed to use slides. How would you structure a lesson to keep that many students actively engaged with the material, rather than just passively listening?

So you’re increasing heat transfer by comparing traditional fluids and nanofluids in various enclosure shapes, and you see applications in multiple engineering fields under magnetohydrodynamics. When you design a classroom session on this topic, how do you check if students are really understanding the concept, not just memorizing it?

Okay, so you’re connecting your research on heat transfer and nanofluids to real-world engineering applications like solar energy and insulated systems. If you were teaching a session on this to a large undergraduate class, and you couldn’t use slides, what specific activity or approach would you use to get students actively working with the material, not just listening?

Okay, so you’re experimenting with different cavity shapes and comparing heat transfer in traditional fluids versus nanofluids, and you mentioned real-world applications like solar energy. Let’s shift to teaching—imagine you’re assigned a large undergraduate Mathematics class with over 200 students, but you can’t use slides or PowerPoint. How would you run a session that keeps students actively engaged and not just passively listening?

In that in that stage I'm using the I'm using real life using real. Applications in class times we have a switchboard. Also image means electric and magnetic. Combination of electricity.

In that in that stage I'm using the I'm using real life using real. Applications in class times we have a switchboard. Also image means electric and magnetic. Combination of electricity. Force in that stage I will explain in the. Real life classroom would interval experience.

So you’d use real-life applications and maybe classroom objects to demonstrate concepts when you can’t use slides. Let’s say a group of students is still disengaged even with these examples—how do you figure out if your approach is working, and what would you do differently if it isn’t?

So you'd use real-world demonstrations to connect concepts, like showing the effects of electric and magnetic fields using simple classroom examples. If some students still aren't responding or seem disengaged, what would you actually do in the moment to bring them back into the discussion?

So I want to analyze the student. Nanda Reddy, What they are thinking inside is the most important thing. Even students. Presented a student. Mental physical presence, substitutes of physical present, mentally absent in that stage. I want to know about students in mentality. They are they have any problems since I? It suggestions to. Learn the teaching teaching. And and then I'm giving extra problems to solve. Solved and then. Bold.

Right, so if you notice a student is physically present but mentally checked out, you'd try to understand what's going on for them and maybe offer extra problems to help them re-engage. When you give those extra problems or activities, how do you actually assess if your approach is working—do you check for improvement in their performance, ask for feedback, or use some other method?

Yeah, the daily I would. Student notebook. Also what are the problems I given in that problems are they are completed or not? That things are daily, I will verify. And the cement problems also have been in that. Either problems I will give testing. Last time also. Yeah, I I have a 43 minutes class means 30 minutes I completed. Classes and then remaining 15-5 minutes. I will engage with the students remaining 10 minutes gap. I will give the test Dist.

Yeah, the daily I would. Student notebook. Also what are the problems I given in that problems are they are completed or not? That things are daily, I will verify. And the cement problems also have been in that. Either problems I will give testing. Last time also. Yeah, I I have a 43 minutes class means 30 minutes I completed. Classes and then remaining 15-5 minutes. I will engage with the students remaining 10 minutes gap. I will give the test Dist. Based on the problem.

Alright, so you’re actively checking student notebooks and using part of the class for testing and feedback—makes sense. Dr., as classroom evaluations and exam responsibilities are a vital component at VIT, how would you ensure fair and transparent assessment methods while maintaining academic rigor in your courses on Mathematics?

Alright, so you’re keeping track of student work daily and making space in each class for short tests based on the problems you assign. Dr., as classroom evaluations and exam responsibilities are a vital component at VIT, how would you ensure fair and transparent assessment methods while maintaining academic rigor in your courses on Mathematics?

Mathematics means I will upload that I will upload. What are the problems I taken in last time in that problem I have uploaded in LMS also. And then the syllabus. Based current trend based I will upload videos and then like videos, lectures and then. Material also.

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

My my e-mail. Are you familiar? I I will give full Sup support. And then the full confident to teach the syllabus.

Okay, you mentioned giving support and confidence in teaching, but I was asking about outcome assessment data—specifically, if you saw inconsistencies in how different Mathematics courses measured student outcomes, what would you do to bring those into alignment across the department?

If I'm teaching the problems means in the problems I will explain in mathematical coding, coding analysis.

If I'm teaching the problems means in the problems I will explain in mathematical coding, coding analysis. And then bet having weight is the one of the. Very good. And then Vita having lots of software software. Play something bad about the trees and the collaboration now. So I can hear you, please, I can use that laboratory.

Imagine this scenario, Dr.: a student files a formal complaint alleging your grading is biased, while at the same time your department head is pressuring you to improve pass rates in your Mathematics course. How would you navigate that situation?

Alright, so you mentioned using mathematical coding and leveraging VIT's lab resources to help standardize assessment, but I'm curious—imagine a student files a formal complaint saying your grading is biased, while your department head is also pressuring you to raise pass rates. How would you actually handle that situation to protect both fairness and your own academic standards?

Each and every student's having. Recently, students having different different openings itself. Our opinion based on student mentality, what they are thinking inside is uh. Very difficult to understand some. Some interviewing students they are. Oh, they are understood what? They will teach it. But uh. Slow. The very difficult to understand the numbers. That time I will give the extra problems and. They are given any opinions about. So you take uh. That opinion what based. They are telling that I will. After that I will give a good suggestion to students.

Alright, so you take student perspectives into account and offer suggestions, but if your department head insists you raise pass rates and disagrees with your approach to fair grading, what would you do then?

I will do everything with my confidence.

Okay, Dr., I hear that confidence is important to you, but if your department head continues to push for higher pass rates in a way that clashes with your sense of fairness, how would you communicate your position to them without creating unnecessary conflict?

I will first. I will separate this role and. It's happening that slow learners I will give. Some cotton problems. And then you. After after that. I'm giving keynotes also Sir and in that keynotes they are helpful to the students. They will write the exam. Properly and then the the result analysis also will be.

I will first. I will separate this role and. It's happening that slow learners I will give. Some cotton problems. And then you. After after that. I'm giving keynotes also Sir and in that keynotes they are helpful to the students. They will write the exam. Properly and then the the result analysis also will be. Result analysis. And some will be increasing.

Switching gears now—given your research focus on transport phenomena and nanofluids, do you have any current or past connections with industry that could help students access internships or real-world projects?

So you talked about separating out roles and providing keynotes for slow learners, plus doing result analysis to help students improve. Switching gears now—given your research focus on transport phenomena and nanofluids, do you have any current or past connections with industry that could help students access internships or real-world project experience?

Transport phenomena of nano frigid. Frank here Transport is representing the. Well, with. Parameter. Like, uh, in moment if you are considering momentum. Patients Free. Appropriate. Represents the fluid flow between, yeah. On a temperature equation. Yeah, it will represent the transfer. No, this is my conjecture. Shouldn't be radiation? Mass equation, uh. Transport binomial represents the multiple.

Transport phenomena of nano frigid. Frank here Transport is representing the. Well, with. Parameter. Like, uh, in moment if you are considering momentum. Patients Free. Appropriate. Represents the fluid flow between, yeah. On a temperature equation. Yeah, it will represent the transfer. No, this is my conjecture. Shouldn't be radiation? Mass equation, uh. Transport binomial represents the multiple. Molecular movement of the fluid. Uh, compared with the traditional fuel nano fluid? The dating here. It can be used in many other industry. Applications so. I'm using Martha and the cell method to solve the. Patient. Marker and Silvada DC. Is more suitable for cavity. Is the problems.

Transport phenomena of nano frigid. Frank here Transport is representing the. Well, with. Parameter. Like, uh, in moment if you are considering momentum. Patients Free. Appropriate. Represents the fluid flow between, yeah. On a temperature equation. Yeah, it will represent the transfer. No, this is my conjecture. Shouldn't be radiation? Mass equation, uh. Transport binomial represents the multiple. Molecular movement of the fluid. Uh, compared with the traditional fuel nano fluid? The dating here. It can be used in many other industry. Applications so. I'm using Martha and the cell method to solve the. Patient. Marker and Silvada DC. Is more suitable for cavity. Is the problems. The advantages of this method. Is that is no interpolation is required, no or even pressure. Deformed concern in this matter. Then disadvantages means very difficult to find unstructural measures. And Sharon Metals case.

Transport phenomena of nano frigid. Frank here Transport is representing the. Well, with. Parameter. Like, uh, in moment if you are considering momentum. Patients Free. Appropriate. Represents the fluid flow between, yeah. On a temperature equation. Yeah, it will represent the transfer. No, this is my conjecture. Shouldn't be radiation? Mass equation, uh. Transport binomial represents the multiple. Molecular movement of the fluid. Uh, compared with the traditional fuel nano fluid? The dating here. It can be used in many other industry. Applications so. I'm using Martha and the cell method to solve the. Patient. Marker and Silvada DC. Is more suitable for cavity. Is the problems. The advantages of this method. Is that is no interpolation is required, no or even pressure. Deformed concern in this matter. Then disadvantages means very difficult to find unstructural measures. And Sharon Metals case. Uh, you are structural is uh. Linked with the real life AI also Sir. So I am giving a governmental patience to solve the equations to students. After that we are. I'm using my. Software sensors.

You gave a technical explanation of transport phenomena and nanofluids, but earlier I was asking if you’ve had any collaborations or connections with companies or industry partners—maybe through research, consulting, or student projects—that could help students get hands-on experience or internships. Have you worked with any external organizations like that?

Alright, let’s shift gears a bit. When it comes to teaching advanced topics like AI, machine learning, or deep tech within mathematics, suppose you’re designing a new elective for final-year students—how would you ensure your course balances rigorous theory with practical, real-world applications?

You gave a technical explanation of transport phenomena and nanofluids, but earlier I was asking if you’ve had any collaborations or connections with companies or industry partners—maybe through research or consultancy—that could help your students get hands-on experience. Have you worked with industry on these topics, or do you have plans to build those connections?

Okay, so you’re using marker-and-cell and related computational methods, even connecting those to AI and real-world scenarios for your students. Stepping back to your classroom approach, how do you structure a lecture or lab session to make sure both strong and struggling students stay engaged and actually learn the mathematics behind these advanced topics?

Marker and selling method. Only we can use only in. Time dependent flow. That, uh. More geometric based problem means uh. No configuration. Hello. Uh, low. Figure oriented. We can apply a. For a structure that. Juliet slow behavior.

Marker and selling method. Only we can use only in. Time dependent flow. That, uh. More geometric based problem means uh. No configuration. Hello. Uh, low. Figure oriented. We can apply a. For a structure that. Juliet slow behavior. Fluid Diagrams.

Okay, so you’re highlighting that marker-and-cell methods only work for certain types of time-dependent flow, and you’re careful about when you’d use them. When you’re teaching this in the lab, how do you make sure students who are struggling with the geometric or configuration parts don’t fall behind the rest of the class?

Okay, so you're clear that marker-and-cell methods have their limitations and you’re careful to apply them only to certain types of flow or geometries. Let's pivot—when you're guiding student research or projects, say a student is struggling to define a good research question, how do you help them get from a vague topic to a focused, researchable question?

If they are safe. First of all, students they are asking any questions means they want to know about the basic. And so so first one or two weeks I will view. Some research articles to read the students.

If they are safe. First of all, students they are asking any questions means they want to know about the basic. And so so first one or two weeks I will view. Some research articles to read the students. After that I will evaluate the students knowledge.

If they are safe. First of all, students they are asking any questions means they want to know about the basic. And so so first one or two weeks I will view. Some research articles to read the students. After that I will evaluate the students knowledge. After I will take right decision what what what what method I will give. And then what kind of approaches I will give.

Alright, so you start by sharing research articles to help students narrow their focus. Shifting to your teaching style, when you introduce a tough mathematical concept to a mixed-ability group, how do you structure your explanations so that advanced students feel challenged but less prepared students don’t get lost?

So you start by having students read research articles to build their foundation, and then you check what they've learned before helping them narrow their topic. When a student struggles to move from a broad idea to something researchable, what’s a concrete example of an exercise or prompt you’ve used to get them thinking more specifically?

So you start those first weeks with research articles to build a base, then check their understanding before guiding them toward a clearer research direction. Now, earlier you mentioned giving lectures and uploading materials to the LMS—when you’re teaching a theory-heavy topic, how do you make sure students actually grasp the core ideas rather than just memorizing formulas?

I believe they are memorizing that problems means. In exam time they will. Paste some uh. Difficulties.

Right, so if students just memorize problems, you think they'll struggle at exam time. Shifting focus—when you prepare evaluation papers or grade exams, how do you make sure your marking is structured and consistent, especially across large classes?

I believe they are memorizing that problems means. In exam time they will. Paste some uh. Difficulties. Each and every problems. In your different different. Methods and then different. Different. They are knowing the pushing properly means they will attend the pushing from. They are not understood the question means. Very difficult to apply the. Or that cases, uh. Yes, Sir.

Right, so you think if students just memorize solutions, they'll struggle when questions are asked in a new way, and you try to vary your problems to test understanding. When you're preparing evaluation papers or grading exams, how do you make sure your marking is structured and fair across all students?

If we are giving on 8 more problems release, first of all the given questions is the. Uh given answer is one month and then flow diagram. Step by step, I will give marks to the students.

Okay, so you break down big problems into steps and award marks for each part like diagrams and flow. Switching topics—when you're guiding a student project or research, how do you make sure the student is actually learning to think independently, rather than just following your instructions?

First, I will ask to the students which topic.

First, I will ask to the students which topic. The the easy part that the student. After that I will choose the topic also first I want to. See student opinions.

Alright, so you start by asking students which topic they're interested in. Shifting to your communication style—how do you make sure your explanations are clear and structured enough that students from different backgrounds can follow along, especially when introducing a concept that's entirely new to them?

Alright, so you start by checking what topics students find easy before deciding on a project direction with them. How do you structure your explanations or lectures so that even students from non-mathematics backgrounds can follow along and stay engaged?

Non mathematics students means uh. Non mathematics students means I will give some topics. Yeah, yeah, we did some topic in the topic students will wear their later will verify in. Taguul are many. Miniature software. Medias. They will verify that topic. Which topic is easy to them? They will initiate after. They will inform you for me. I will consider that Non mathematics student. Needs uh, we will give uh explanation in real life. The situation.

Non mathematics students means uh. Non mathematics students means I will give some topics.

So you’d give non-mathematics students some tailored topics, but can you give me a concrete example—say you’re teaching an introductory lab, what’s one way you’d help those students connect the math content to something practical in their own field?

So you focus on real-life situations

Odeon.

Alright, Dr., do you have direct experience working on industry projects or consultancy roles where you applied your mathematical expertise?

Industrial oriented. I'm not old. It's a teaching, teaching oriented. I pursued 2 point. Years in counseling with the. And then then that period I published in so many. Because research articles also with 3.4.

Alright, so you’ve mainly focused on teaching and counseling, and during that time you published quite a few research articles. Can you tell me about one specific research project you led or co-authored—what was your main contribution to that work?

My in my second problems I'm research article I'm using exothermic chemical reactions in that exochemic reaction.

My in my second problems I'm research article I'm using exothermic chemical reactions in that exochemic reaction. The paper publicity in Dev Singh, Random and complex media. All the governing equations and then governing equation dimensional and then non-dimensional Govern. Locations.

My in my second problems I'm research article I'm using exothermic chemical reactions in that exochemic reaction. The paper publicity in Dev Singh, Random and complex media. All the governing equations and then governing equation dimensional and then non-dimensional Govern. Locations. And then graph, uh, I'm using MATLAB software to. Complete the supplier to. With the complete. And then for. To check the flow behaviour, temperature and economy. It's in addition to your answers there.

Okay, so in your second research article, you focused on exothermic chemical reactions. What was the specific mathematical modeling or analytical method you used to study those reactions, and how did your contribution advance the understanding of that problem?

My in my second problems I'm research article I'm using exothermic chemical reactions in that exochemic reaction. The paper publicity in Dev Singh, Random and complex media. All the governing equations and then governing equation dimensional and then non-dimensional Govern. Locations. And then graph, uh, I'm using MATLAB software to. Complete the supplier to. With the complete. And then for. To check the flow behaviour, temperature and economy. It's in addition to your answers there. Using marker cellular. Using marker and silly method to solve the. And then author means. In the time Shivraj, I collaborate with Shivraj Singh.

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

Okay, so for your exothermic chemical reaction paper, you handled the mathematical modeling, dimensional analysis, and simulations in MATLAB to analyze flow and temperature behaviors. Alright, Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

Okay, so in your exothermic chemical reaction paper, you handled the mathematical modeling, dimensional analysis, and simulations in MATLAB to analyze flow and temperature behaviors. Alright, Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

Problem defined. And then problem solvers. And then using Matlab. 4th After that finding the Rep. But all things are done by me. After Shivaratra helping me.

Problem defined. And then problem solvers. And then using Matlab. 4th After that finding the Rep. But all things are done by me. After Shivaratra helping me. Who complete that? Complete that problem.

Alright, sounds like you took the lead on defining the problem, running simulations in MATLAB, and interpreting the results, with your co-author offering some support. Dr., before we wrap up—do you have any questions about the Assistant Professor role or the mathematics department you'd like to ask?

Sounds like you really took ownership of the modeling and MATLAB work, with your collaborator stepping in to help wrap things up. Before we finish, Dr., is there anything you'd like to ask about the Assistant Professor - Mathematics role or the team?

Yes, Sir, I'm having some technical issues and their network issues so that I not understood the previous questions.

Thanks for letting me know, Dr. Sorry about the connection issues earlier. We’re just at the end—do you have any questions about the Assistant Professor position or about the mathematics department here?

More actually, Vellore Institute is another very big institute. Claims to Sir. If we are giving this chance means I will do my best in 100% Sir.