Good evening, Sir. Myself.

Myself, Doctor J Nagarajan.

Please start by introducing your professional journey in academia.

Thank you, Dr. Nagarajan. What initially drew you to pursue a career in academia rather than focusing solely on industry roles?

Our teaching, that is I usually. Uh, I, I teach, uh, usually teaching the students. I'm Nagrajan. And I'm working as a assistant professor. Professor in. Savita University.

And about my. Experience. So I have around 17 years of experience. And teaching.

In your recent role at Saveetha Institute, you guided students on Product Design Development projects. Can you walk me through a specific student project you supervised, and explain how you balanced research rigor with practical, hands-on skills in that context?

Seventeen years is quite substantial. During your time at Saveetha University, can you describe a particular research or student project you supervised that best illustrates your approach to integrating academic theory with practical application?

I started my career as a. Assistant proposal. Add escape engineering college. Thiruvananth.

I worked there from 2009 to 2017. Around 8 years I worked there.

Seventeen years is quite substantial. During your time at Saveetha University, can you describe a particular research or student project you supervised that best illustrates your approach to integrating current multimedia or AI trends into the classroom?

Eight years at one institution is quite a tenure, Dr. Nagarajan. During your time at S.K.P. Engineering College, can you describe a particular classroom or laboratory course you developed or redesigned, and what motivated the changes you implemented?

Then I. Migrated to. Galgotias University. Uh, a Greater Noida?

There I served assistant professor. From 2017 to. 2000. 22. Around 4 point years I worked there.

You transitioned from S.K.P. Engineering College to Galgotias University; can you describe a research project or innovative teaching method you introduced at Galgotias that had a measurable impact on student learning or engagement?

You mentioned serving as an assistant professor at Galgotias University for over four years; can you describe a specific instance where you integrated your research interests into a classroom setting to enhance student learning?

Then I relocated to. Residence University, Bangalore.

You mentioned relocating to Reva University in Bangalore; can you describe a research project or course you developed there that directly leveraged your experience from previous institutions?

From 2022 to 23 I booked around one year I worked there.

You mentioned serving as an assistant professor at Reva University for about a year; can you discuss a specific example where you applied your research expertise—perhaps in multimedia or AI in media—directly to the curriculum or student projects there?

There I served as associate professor.

From 2000.

You mentioned serving as an associate professor at the Academy of Research and Education in Srimalliputhur; can you describe a specific research publication or project you led there that directly supported your teaching in multimedia or AI in media?

You mentioned serving as an associate professor at the Academy of Research and Education in Srimalliputhur; can you describe a specific research publication or project you led there that directly supported advancements in multimedia or AI in media?

2024 to 2025, around 2 years I worked there.

Thank you, Dr. Nagarajan. During your time as an associate professor at the Academy of Research and Education in Srimalliputhur, can you describe a research publication or project you led that directly supported advancements in multimedia or AI in media?

And then I then I migrated to Savita University.

From 2025 onwards I am working here.

Thank you for outlining your journey, Dr. Nagarajan. During your time at Galgotias University, can you describe a specific instance where you integrated your research interests—perhaps in multimedia or AI in media—into a course curriculum or classroom project?

As a professor here.

Thank you for sharing your career progression, Dr. Nagarajan. Across your various appointments, can you discuss a specific instance where your research in multimedia or AI in media directly influenced the design or delivery of one of your courses?

About my.

Thank you for outlining your journey, Dr. Nagarajan. During your time at Galgotias University, can you describe a specific instance where you integrated your research interests—perhaps in multimedia or AI in media—into your classroom teaching, and what impact it had on student learning?

Education.

Thank you for sharing your extensive academic journey. Could you discuss a research project or publication from your time at Galgotias University that you believe had the most significant impact on your teaching methods, particularly in multimedia or AI in media?

Thank you for sharing your academic journey, Dr. Nagarajan. Can you discuss how your research background—particularly any work in multimedia or AI in media—has directly influenced your approach to teaching theory and laboratory courses?

Completed my. Btech CSE.

Our engineering college. It is affiliated to Anna University.

Thank you for detailing your educational path. Could you describe how your background in computer science engineering has informed your approach to teaching laboratory courses, particularly when introducing students to hands-on work with multimedia or AI technologies?

Thank you for sharing your educational background. Can you walk me through how you connect theoretical computer science concepts from your BTech studies to the way you design and deliver classroom lectures for undergraduate students?

In 2005, pass out.

Thank you for detailing your educational path. Could you describe how your background in computer science engineering has informed your approach to teaching laboratory courses, particularly when introducing students to practical applications of multimedia or AI concepts?

At Satibama University. On 2009.

And.

Thank you for sharing your academic background. You mentioned serving as an associate professor at the Academy of Research and Education in Streamalliputhu—can you describe one research publication or project you led there, and how you incorporated its findings into your teaching practice?

Thank you for detailing your educational path. You mentioned completing your MTech in IT at Satibama University in 2009—can you share a specific research project or thesis topic from your MTech studies that shaped your later work in either multimedia or AI in media?

At Galgotias University.

On 2000. 23.

Thank you for outlining your academic and professional trajectory. Since you mentioned currently serving as a professor at Savita University, can you share a specific example of how you've guided student research or projects there—perhaps highlighting one project that best demonstrates your mentoring approach?

Thank you for sharing the details of your academic journey. Regarding your PhD at Galgotias University, could you elaborate on the main research question you addressed in your dissertation and how the findings have influenced your teaching or curriculum design?

And about my.

Publication.

You mentioned completing your PhD at Galgotias University—could you describe a specific way you've integrated findings from your doctoral research into your current teaching at Savita University, especially in your advanced courses?

Thank you for raising your publication record—could you share the title and focus of one research paper you consider most relevant to multimedia or AI in media, and briefly explain its main contribution to the field?

In the 20 Scopus in this publication. UH-6. Articles. And. UH-6 international conferences. And eight book chapters. And also I published one patent.

And also. Uh, and my interest is. So I'm very eager to learn about the new programming languages.

You mentioned publishing a patent in addition to your journal and conference work—can you describe the core idea behind your patent and how it connects to your research or teaching in multimedia or AI?

Thank you for sharing your interest in learning new programming languages. Can you give an example of how you've introduced a new programming language or technology into your classroom or research projects at Savita University?

And during my career, I handled various. Program Subjects. So mainly that. General programming. Python programming. And. Object oriented analysis and design. Then cryptography, big data analytics. So badly I handled.

Lab also.

You mentioned handling subjects like Python programming, object-oriented analysis and design, cryptography, and big data analytics—can you walk me through a specific assignment or project you designed for students in one of these areas, and explain how it helped them grasp the underlying concepts?

And I got married. And I have two kids. That's all about my. Self interaction.

Thank you for outlining your teaching experience, especially with Python, object-oriented analysis, cryptography, and big data analytics. Can you walk me through a specific assignment or lab project you designed for students in one of these areas, describing its objectives and how you evaluated student understanding?

Thank you for outlining your teaching experience, especially with Python, object-oriented analysis, cryptography, and big data analytics. Can you walk me through a specific assignment or lab project you designed for one of these subjects that encouraged students to apply theoretical concepts in a practical way?

Yes. In Python programming.

Uh, usually. Currently I'm handling the Python programming. Hiding that, uh. So we have the data sets, the data types, we have different types of data type. Uh, data types in Python. So apart from that other programming language. So that is that list. And set.

Okay. When you introduced Python programming, what was a specific lab exercise or real-world problem you assigned that helped students deeply understand a complex concept, such as data structures or file handling?

You mentioned working with different data types in Python—can you give a concrete example of a lab where students had to use lists and sets to solve a real-world problem, and explain how you assessed their understanding?

And and it can be that either the values can be integer or string or float. So it's a collection of different data type values.

You emphasized teaching students about lists as collections of mixed data types—can you describe a specific challenge or misconception your students faced with lists, and how you addressed it during your instruction?

This is the application for that. Then I usually what I do that when I'm taking a concept up, so I'll give one. Activity to the. For example this. Uh, listed. So classroom management activity. So class in the class. Contains that the. UH group of uh students. So it's a combination of. At male and female. So that like that the list is also that. The collection of values with the different data types.

And 1st, the main role of the faculty is first they have to take an attendance. OK, so the students will first the what the students will do, they will enter into the class. And one by one. So and 1st the teacher will wait up to. The students will enter into the class. When the time limit is raised, the teacher has that the faculty has the right to. Stop the story. Student students entering into the classroom. So what I. So when I reach. So we can stop that. Uh, entering the students. So if I need if any. Uh, valid reason is there. Then I can allow the students to enter into the classroom.

You described using classroom management as an analogy for lists—can you share a specific outcome or improvement you observed in student understanding after using this analogy in your teaching?

So by how in the list also? If you want to add new element in the list. So you can use. You can call that the method. Append method. Or else that that is. Append method. By using that. We can insert a new value in the list.

And if you and the purpose of the append method is it adds the new element at end of the list. But we have one with. That is if. The student wants to sit in middle of that. I I just want to want the students to sit in the middle of middle. That is who coming later, so they want to sit in the middle of that. Middle in middle of the classroom. So what I should do? I need to call that so in the Python if you want to insert the value in the middle. OK, so then. What so I need to call the method insert method? So the insert method. Is having a 2 argument. That is, the one is the index value and then the index and second one is the value. Which I am going to insert. By using this. We can insert that the new value in this list.

You mentioned you published one SEI paper and a patent—can you describe how you integrated insights from that research into your classroom teaching or student projects?

You’ve described how you use list operations like append in your teaching—can you share a specific example where a student applied these concepts in a final project or exam, and how you evaluated their understanding?

And if any in the classroom if students are not. Obeying my order. So I have rights to send them out. So likewise, Sir. I called the student and then leave. I can say that leave. So in the list also if you want to delete any element. From the list. So we. What uh the what I we can call that the method called the? Uh, that is remove mentor. And pop method, so 2 methods are there to remove the element from the. A list, so. And also that the. Remove method. So the pump method is. It deletes that the. Value from from the last that is in the list. Last index value is to be removed if you call that the pop method. If I want to send them, I say if I want to send the particular students in the class. OK so I like that I can call that person name then I can send it. In the list if you want to say if you want to delete the particular value. So then we need to call that the remove method. So the remove method cloud that index. And also the value. So using that. I just remove this two element from them. List of this is that list method. And I need to mark an attendance in. Uh, in the classroom, so. We have the concept that is just we can call the students and we can mark that who is answering it. We can. Give my present. And was not answering. It will mark absent.

Right. You mentioned you often relate list operations to classroom management—can you describe a moment when a student struggled with understanding the difference between append and insert, and how you helped clarify it for them?

That that is like that if you want in the list. If you want to uh. Uh, that is uh, mark and attend that is that logic we can implement in the list using a list comprehension. The list of comprehension comprehension. Where we have that is have the list of comprehension is the combination of that the expression part. For class and then if conditional. So using this, this will be that the main objective of that the power class list configuration is. To concise that the. The list. Uh, in the compact way. OK, so that is the objective of that the list. And uh. And if I want to find out that the who's Topper in that classroom? So I just like and find out the students who is having their highest score. Uh, percentage. So likewise in the list, if you want to find that the maximum value, then you call that the Max method. OK. And if you want to find the minimum value, minimum element in that list. Then you call that. Let the min method. And if you want to count the number of values in the list. So I I need to call that the count method. Count method is used to count the number of values in the.

You’ve described how you use list methods like append, insert, and remove by relating them to classroom management—can you give a concrete example of how you assessed whether students fully grasped these concepts during lab sessions or exams?

Understood. You emphasized using list comprehensions for attendance and grading logic—can you share a concrete example of a student project where they used list comprehensions effectively, and how you assessed the quality of their solution?

In the list. Likewise. OK. So that's about that.

Your analogy between classroom management and list operations is creative. When introducing list comprehensions, how do you ensure students move beyond simply mimicking syntax and actually use them to solve real-world problems in their projects or assessments?

Concept of the blister. And uh, the application for this. Con that is the activity for that list is so classroom management. The faculties has to maintain the classroom. OK. And. And this this is an example for.

For that list.

Thank you for the detailed walk-through of how you connect classroom management and list operations in Python. Can you describe a time when you used a real-world dataset in your Python lab to help students understand data analysis, and how you evaluated their ability to draw insights from it?

Thank you for explaining your classroom management analogy for teaching Python lists. Shifting to your research background—can you describe one of your recent publications related to multimedia or AI in media, and how its findings could be incorporated into your teaching or a student project?

Yes, actually I'm handling the Python programming as I told already. Uh, in the Python programming that is every here, uh. Here that is every subject they have to do the caption project. So usually I give the students product that is. Project based on that the predictive analytics. So I published the research paper based on. EI based, AI based. And then the AI base too. Data prediction. That is, which is already in A to do list. That application I implemented.

You mentioned implementing an AI-based data prediction application that became a student project and the subject of a publication—what specific AI techniques or algorithms did you use in that project, and how did you guide students to understand their practical implications?

Yes, I given that example, usually side by side. It's an every topic. I'll give that the research pace to. Uh, titles titled, that is. Crop recommendation recommending that the crop, uh, that is soil based on that, the, uh, soil. Soil ingredients. So which copper, which crop is is suitable for that that land? So that they have to implement. So such a kind of applications research based topics, I'll give you usually that the agree based title and also that the healthcare based. So that is a prediction, cancer prediction. So predicting the cancer with the help using that the machine learning algorithm that is. Use that uh uh, that this. CNN algorithms to find to predict that the cancer.

You referenced using CNN algorithms for cancer prediction—how did you help students interpret and validate the results from these models, especially regarding potential false positives or negatives?

So that is the validator to validate the model. So actually the student table developed that the model. OK. And I asked them that that, that they, I asked them that whether you have compared that the this algorithms which you used to that algorithm with the existing one and the articles who's developed already based on the same topic. So whether you made the comparison And I asked that what is that accuracy of that? OK, after executing your model comparing with the existing algorithm, your algorithm is a CNL algorithm. But already the same article will be implemented with choosing some other algorithm whether you have compared these two algorithm and then. What is the accuracy of that the problem? Project now accuracy of your. The model that I will ask the students to and in that they will. That is, if it is the .5 percentage of accuracy is implemented, either is. Increased. That is that new input that is the better. No better project. They consider that like that I can evaluate the students based on the graph evaluation.

Understood. When you evaluate these student projects, what specific criteria do you use to assess whether the students have not only achieved technical accuracy but also demonstrated a clear understanding of the underlying AI concepts?

So specific criteria is.

How? How they have collected the data? OK. So how they collected the data? Whether where, where they collected the data?

Let's turn to research productivity. Please outline your proposed 3-year research roadmap—what major projects, funding strategies, and interdisciplinary collaborations would you prioritize to drive both scholarly impact and external revenue for the institution?

Let's shift focus to your instructional approach. Suppose you are teaching a large foundational course—how would you implement an active learning model, such as a Flipped Classroom, to engage students without relying on traditional slide-based lectures? Please walk me through the specific steps and activities you would use.

In the flipped classroom classroom. Uh, that is usually that, uh, we should give that the, uh, videos, videos already based on the topic. And they have to go through that, the video and. And, uh, based on that, based on that video, so I. Again, may I should make a scenario that is a question scenario So OK what kind of questions I need to ask to the students? And I I, I I I prefer that based on that video which I given. And then? They will they will, uh, they will that is the whole night. That is the next next day they will come. That is today I'm giving a talk, uh video as. No to prepare this to concept. And tomorrow they will come with the preparation and then based on the video they have prepared and from that video. So I'll ask the questions, questions and I'll assess the students how whether they understood or not. OK, based on the the questions. Uh, uh, questions we take prepared.

Thank you for sharing your approach. Shifting to institutional stewardship, Professor, if you were tasked with systematically improving your department's research output per faculty to meet a key accreditation metric, what specific steps would you implement to achieve measurable progress?

Usually that the department and the research output. Yeah, that is the how SDG goals. So we have that the 17 SDG, uh, goals are there. So I asked the faculty that is a member that is beyond in the department. So we all discussed with that, that the staging codes and which is more affordable to us and we can go ahead with that for the publication. That is, we'll prefer that. Uh, research paper. And we can go for that the publication. So based on that the SDG. Problem. That is a Sustainable Development Goal problem.

Professor, imagine you are accused of grading bias in a course where the institution expects a high pass percentage for accreditation purposes, but you believe in strict adherence to academic standards. How would you resolve this conflict while maintaining both your integrity and institutional expectations?

Actually that's a scale up scale based on the scale. First of all, what I do? I give that uh. Revision in the classroom that is. I'll train the students in that giving a more problems. And more programs. And also the I will conduct the quiz everything. And based on that, that is. In the I'll try to increase the students grade. And based on that. That activity, biking account activity and the conducting the skill test. And quiz. So based on this. So I can.

Increase that can scale the grade. For that students.

Let’s discuss industry alignment. Professor, what concrete strategy would you use to leverage your own professional network to create internship or employment pipelines for your students in emerging media or AI fields?

Thank you, Professor. Now, I'd like to verify some core competencies for this role. Can you describe a specific multimedia or AI in media project where you played a lead technical or conceptual role, and explain the main challenge you addressed?

Especially yeah. Media. Media, Yes, of course. So nowadays that that you also speak is speaking and you are you are speaking, that is you are AI. OK. And uh. In a digital field, everything is AI now. There is no doubt in that.

Understood. Can you give a concrete example of a digital media or AI project you personally led, describing your technical responsibilities and the most significant obstacle you encountered during development?

So government is. Introducing that the new things and with that Alex Alexa. OK, so that is directly the people are not contacting to the person? OK, the Alexa will answer to the questions that is. Clear that the public questions. So that is the one of the best example for the digital media I. AI Media.

I see. Moving to teaching skills, can you describe how you structure your lectures or lab sessions to ensure students with different learning paces all grasp the core concepts by the end of each class?

Yes, so actually what I do that I just after completing my session. What I do, I call that the person, uh, students. That is, I randomly pick the students. And. I asked them to summarize that what we have discuss. And whether their students is unable to answer. OK, then I'll call that one more person. And to set to summarize that the today's class, uh, today's lecture. And if anybody that obviously that that there in the classroom that is the top student is there and average and poor students. Hello, below average student is there. OK, so and I called it the top students and to ask them to summarize that the today's session and he will describe and then that and from that what he described I I told I just. Give an instruction to the person who is not answered. Who is not summarized that that session. So please listen this uh. What he's telling, then you can summarize it. So then he will answer it. So what he summarized then he will also summarize. I lost some questions randomly.

Thanks for detailing your method. When you see that some students still struggle after these summaries, what specific intervention do you use in the next session to help them catch up without slowing down the rest of the class?

Yes, it's a good question. So actually that if the students are not answering, not answering my questions, when the next class what I do, I'll. Give that explanation with that real time. Activate the real time example. Explaining the concept with the real time example is usually it is very the student can understand and some and then they. I will not take that the classes continuous matter. I'll give the break and in between that I'll talk. So I I link that. Current. Uh, uh. That is, uh, current, current scenario. What is the 10th mark, uh. Current scenario in the world that I'll compare with that that that topic, then I'll merge that I'll. I go ahead. So then the student will be more interactive. OK. And uh. And they can easily to learn, uh, easy. Is easy to understand that the concept.

Right, you mentioned using real-time examples to clarify concepts—can you provide a specific instance where this approach turned around a struggling student's understanding, and what the outcome was?

Yes.

Can you provide a specific instance where using a real-time example in your teaching led to a noticeable improvement in a struggling student's understanding, and what was the outcome?

Yeah, Yeah, actually that I, I just, I'm telling about that the simple concept. OK. So in the programming language is variable. Variable plays that major role for that programming to implement the dynamic programming. OK, so constant program we can implement. But if you want to implement the dynamic programming. So variable is the is it's a is mainly used. So I'll explain that variable concept. OK, I'll take my the HID card. OK, so the ID card. Is a. Card card is the variable. And sorry, the tag. OK, the ID card is it uh, the card is holds that the the tab OK, so. The tag is then a variable. And the tag holds that the garden so card is the value. OK, so it means that. The variable stores the value. So like that I can give that the real time example to explain that the concept.

And student got more impressed about it. And I give that where. Well that is a rules for that that the variable declaration is there. OK, so the tab is available. I told that the tab is a variable. OK, and the tag should be in return shape. And uh. It should be in black color. And the backside should have that the four holes will be there. So this is that that the. Uh, this is the. A rule for dented tap. Likewise, the variable also have that the rules. OK, so I'll give the example like this.

Interesting analogy. Shifting to research, Professor, can you describe your experience publishing in reputed journals—specifically, what strategy do you follow for selecting journals and preparing manuscripts to maximize acceptance rates?

Thanks for clarifying. Turning to research publications, can you walk me through how you choose which journals to target for your work, and what your process is for preparing a manuscript to meet their standards?

To meet that, uh, manuscript, that's a standard, uh, what I do that I'll use that the online, mini online tools are there. OK, I use the. For, uh, proposing that, uh. Uh, uh. Article. Article. Uh, mainly that bio render. I use the bio render for graph. That is a graph that is a diagram. For a diagram I use that diagram. And uh. I use that that the chart. Preparing that is the output. How analysis that is? Output chart. Our programming language. I use that one that will give us a clear. Cut the structure of that the output.

You mentioned using tools like BioRender and R for preparing figures and analysis—can you describe a time when a journal’s reviewer requested significant changes, and how you addressed those revisions to successfully achieve publication?

Yes.

Understood. Moving to industry engagement, can you describe a consultancy or industry project where your academic expertise directly influenced the solution, and explain your role in bridging theory with practical application?

Yes, I had it too.

You said you have experience with industry projects—can you describe one where your role required translating academic theory into a practical solution for a client, and explain what adjustments you made for the business context?

No, I'm not told that I have that industry. Translate No.

Thank you for clarifying. Have you ever contributed your expertise to student projects or guided research work—if so, can you describe a specific project where your guidance made a measurable difference in the student’s outcome?

Yes, of course, so that. Research that is the final year students. OK then. They have the project worker. OK. And they implemented that more IoT based project. OK, that is smart helmet system. And to smart helpment system is deducts that the person uh. Person coming from opposite. OK, so and. It gives a signal to. Avoid the accident and all that is a very good uh. Projector.

My students implemented it so. Good outcome.

For that smart helmet project, what specific advice or technical input did you provide that directly improved the outcome or functionality of the students' solution?

What technical challenge did your students encounter while developing the smart helmet system, and how did you guide them to resolve it?

Uh, yeah, yeah, Yeah, yeah. That is the development. That's IoT product. OK. So that is, uh, he's in a computer science students and he is, uh. Very hard. You know to handle that the. Uh. Assemble the components and all. It's quite difficult to keep face that that that difficult to make that the product. OK, so that is a quite challenging to the student. I help them to do like this and do this before this and. OK, he referred that what I suggested then he. Done the project. Product.

Understood. Shifting focus, can you describe the structured approach you use to teach both theory and laboratory courses to ensure students grasp the concepts and apply them effectively?

Theory and laboratory courses? Yes, of course that. So theory and laboratories are first. I wouldn't why I just explain the concept. OK, in theoretical paste it. And then that I asked them to implement this and that the programming language so they I'll give some problems. And they should implement that problem in. Problems or problems using that the program Python programming language. So theoretically that what are the concepts is there. To implement that the program that I'll give an explanation and based on that I'll give some small small examples to implement. Other program.

You mentioned using Python for student lab assignments—can you give a concrete example of a lab exercise you designed, and explain how you assess whether students have both understood the theory and applied it correctly in their code?

Lucky number. Program. OK. So first that what I'll explain about the logic. This is the logic factorial of become. A Fibonacci series. OK, so if we will not see, I'll explain that this is the logic of the Fibonacci series. OK. And then I'll give I, I'll ask them to implement that the program, Sir. And implement the program.

Yeah, actually that.

You mentioned giving small examples for programming exercises—can you describe a time when a student misunderstood the assignment, and what specific feedback you gave to help them correct their approach?

And so logic explanation is very important compared and automatically they knows that the logic they can implement. Program.

Okay, when assessing your students’ code for an assignment like the Fibonacci series, what specific criteria do you look for to determine if their solution fully demonstrates understanding beyond just producing the correct output?

Right, you emphasized logic explanation before coding—can you share how you adapt your teaching approach if a student repeatedly struggles to connect theoretical logic with practical programming tasks?

Yeah, yeah. What I do that I'll constantly that I'll try to explain that the concept again, the logic logic. And also that I suggest them to implement and then if we are unable to. Do that process. Then I I I do that I this. This is the first. Then you try yourself. OK, I can guide you. I tell them that you can try. I'll I'm here to help you. So where where you are struggling, that point I can tell too. You can and then then I stand with them, with him. And then then he starts writing and over the quote. OK, where he is struggling, I'll just guide them. This is that, this is right and this is wrong. You can go this way. I tell them like that.

Understood. Shifting focus, can you briefly outline your own PhD research specialization and how it informs the courses or projects you supervise?

Yes, of course that my research specialization is a cloud security. OK. So. I supervise the student, so that is how I surprise the students. So to go with that, that's the same problem statement or else their own. I know. I I. Familiar with them, I know that that the. Pattern language. So I am very eager to. Learn about that the machine learning that is I want to do the research in that that the machine learning. Domain also. So I asked it to from my students. To do the research in that. Machine learning and also with the deep learning also. Because it's a. Very important.

You mentioned wanting your students to explore machine learning and deep learning—can you describe a recent project or research topic you supervised in these areas, and what made it successful or challenging?

In that machine learning as I told that that that so the healthcare disease prediction. Healthcare disease prediction. And uh. Uh, AI based agentic? Support. OK. So that healthcare support, agentic healthcare support. That is. Generative AI. Set a note.

You referenced generative AI in healthcare support—what specific machine learning model or approach did your student use for disease prediction, and how did you evaluate its effectiveness?