Yup. So, good evening, uh. Yeah, my name is Doctor Ramesh. And I'm currently working as assistant. Department of Mathematics. At SRM Institute of Sites and. And have. I have around 60. Years of teaching experience.

Yup. So, good evening, uh. Yeah, my name is Doctor Ramesh. And I'm currently working as assistant. Department of Mathematics. At SRM Institute of Sites and. And have. I have around 60. Years of teaching experience. And I. Completed with. Mathematics with this. In classical mathematical modeling.

Yup. So, good evening, uh. Yeah, my name is Doctor Ramesh. And I'm currently working as assistant. Department of Mathematics. At SRM Institute of Sites and. And have. I have around 60. Years of teaching experience. And I. Completed with. Mathematics with this. In classical mathematical modeling. And mathematical learning. My research got very. Optimum control. And fractional color.

Yup. So, good evening, uh. Yeah, my name is Doctor Ramesh. And I'm currently working as assistant. Department of Mathematics. At SRM Institute of Sites and. And have. I have around 60. Years of teaching experience. And I. Completed with. Mathematics with this. In classical mathematical modeling. And mathematical learning. My research got very. Optimum control. And fractional color. A particular epidemiology. And the environment systems. So far I have published a. Multiple research papers, including. 388. 3 scoopers and one. Indexed journal. My work is also. Including the advanced control strategy. And modeling approach. Relevant to the current social challenge.

Yup. So, good evening, uh. Yeah, my name is Doctor Ramesh. And I'm currently working as assistant. Department of Mathematics. At SRM Institute of Sites and. And have. I have around 60. Years of teaching experience. And I. Completed with. Mathematics with this. In classical mathematical modeling. And mathematical learning. My research got very. Optimum control. And fractional color. A particular epidemiology. And the environment systems. So far I have published a. Multiple research papers, including. 388. 3 scoopers and one. Indexed journal.

Yup. So, good evening, uh. Yeah, my name is Doctor Ramesh. And I'm currently working as assistant. Department of Mathematics. At SRM Institute of Sites and. And have. I have around 60. Years of teaching experience. And I. Completed with. Mathematics with this. In classical mathematical modeling. And mathematical learning. My research got very. Optimum control. And fractional color. A particular epidemiology. And the environment systems. So far I have published a. Multiple research papers, including. 388. 3 scoopers and one. Indexed journal. My work is also. Including the advanced control strategy. And modeling approach. Relevant to the current social challenge. In addition to public. I have actively contributing to research. By serving as well. Reviewer of several web sites. Ask for. Bacha's help is to stay updated. With current resistance and. Maintaining academic quality. I'm also a part of. Published pattern.

Yup. So, good evening, uh. Yeah, my name is Doctor Ramesh. And I'm currently working as assistant. Department of Mathematics. At SRM Institute of Sites and. And have. I have around 60. Years of teaching experience. And I. Completed with. Mathematics with this. In classical mathematical modeling. And mathematical learning. My research got very. Optimum control. And fractional color. A particular epidemiology. And the environment systems. So far I have published a. Multiple research papers, including. 388. 3 scoopers and one. Indexed journal. My work is also. Including the advanced control strategy. And modeling approach. Relevant to the current social challenge. In addition to public. I have actively contributing to research. By serving as well. Reviewer of several web sites. Ask for. Bacha's help is to stay updated. With current resistance and. Maintaining academic quality. I'm also a part of. Published pattern. Machine learning assist control system. Which reflects my interest in the interdisciplinary. Regarding the research funding. I already submitted proposal to. Deep student project. And Sir? And I'm actively. Walking towards spring. Funded project.

Okay, so you mentioned sixty years of teaching experience and you're currently with SRM Institute. Anything else you'd like to add about your academic journey or research focus before we move on?

Yup. So, good evening, uh. Yeah, my name is Doctor Ramesh. And I'm currently working as assistant. Department of Mathematics. At SRM Institute of Sites and. And have. I have around 60. Years of teaching experience. And I. Completed with. Mathematics with this. In classical mathematical modeling. And mathematical learning. My research got very. Optimum control. And fractional color. A particular epidemiology. And the environment systems. So far I have published a. Multiple research papers, including. 388. 3 scoopers and one. Indexed journal. My work is also. Including the advanced control strategy. And modeling approach. Relevant to the current social challenge. In addition to public. I have actively contributing to research. By serving as well. Reviewer of several web sites. Ask for. Bacha's help is to stay updated. With current resistance and. Maintaining academic quality. I'm also a part of. Published pattern. Machine learning assist control system. Which reflects my interest in the interdisciplinary. Regarding the research funding. I already submitted proposal to. Deep student project. And Sir? And I'm actively. Walking towards spring. Funded project. Alongside a strong. Continuous Learning. I have completed 5 NPP. And several process. Operating research data analysis. Python machine learning base.

Classical mathematical modeling is a really interesting area. When you're teaching foundational concepts, is there a particular topic you find students struggle with most — maybe something you enjoy explaining because it opens up their understanding?

Yup. So, good evening, uh. Yeah, my name is Doctor Ramesh. And I'm currently working as assistant. Department of Mathematics. At SRM Institute of Sites and. And have. I have around 60. Years of teaching experience. And I. Completed with. Mathematics with this. In classical mathematical modeling. And mathematical learning. My research got very. Optimum control. And fractional color. A particular epidemiology. And the environment systems. So far I have published a. Multiple research papers, including. 388. 3 scoopers and one. Indexed journal. My work is also. Including the advanced control strategy. And modeling approach. Relevant to the current social challenge. In addition to public. I have actively contributing to research. By serving as well. Reviewer of several web sites. Ask for. Bacha's help is to stay updated. With current resistance and. Maintaining academic quality. I'm also a part of. Published pattern. Machine learning assist control system. Which reflects my interest in the interdisciplinary. Regarding the research funding. I already submitted proposal to. Deep student project. And Sir? And I'm actively. Walking towards spring. Funded project. Alongside a strong. Continuous Learning. I have completed 5 NPP. And several process. Operating research data analysis. Python machine learning base. Commissioner and the. Mathematical applications. Which I tried to integrate into my teaching. I'm always productive. Tools and methodologies that. That both learning. Little. From a perspective I am. Thematics property.

Yup. So, good evening, uh. Yeah, my name is Doctor Ramesh. And I'm currently working as assistant. Department of Mathematics. At SRM Institute of Sites and. And have. I have around 60. Years of teaching experience. And I. Completed with. Mathematics with this. In classical mathematical modeling. And mathematical learning. My research got very. Optimum control. And fractional color. A particular epidemiology. And the environment systems. So far I have published a. Multiple research papers, including. 388. 3 scoopers and one. Indexed journal. My work is also. Including the advanced control strategy. And modeling approach. Relevant to the current social challenge. In addition to public. I have actively contributing to research. By serving as well. Reviewer of several web sites. Ask for. Bacha's help is to stay updated. With current resistance and. Maintaining academic quality. I'm also a part of. Published pattern. Machine learning assist control system. Which reflects my interest in the interdisciplinary. Regarding the research funding. I already submitted proposal to. Deep student project. And Sir? And I'm actively. Walking towards spring. Funded project. Alongside a strong. Continuous Learning. I have completed 5 NPP. And several process. Operating research data analysis. Python machine learning base. Commissioner and the. Mathematical applications. Which I tried to integrate into my teaching. I'm always productive. Tools and methodologies that. That both learning. Little. From a perspective I am. Thematics property. Methods GIF. Patients with mathematics. And so on and I.

Alright, so you mentioned your research in optimal control and fractional calculus, along with classical mathematical modeling. When you're introducing these advanced topics to students, what's your approach to making them accessible for those who might not have a strong mathematical background?

Yup. So, good evening, uh. Yeah, my name is Doctor Ramesh. And I'm currently working as assistant. Department of Mathematics. At SRM Institute of Sites and. And have. I have around 60. Years of teaching experience. And I. Completed with. Mathematics with this. In classical mathematical modeling. And mathematical learning. My research got very. Optimum control. And fractional color. A particular epidemiology. And the environment systems. So far I have published a. Multiple research papers, including. 388. 3 scoopers and one. Indexed journal. My work is also. Including the advanced control strategy. And modeling approach. Relevant to the current social challenge. In addition to public. I have actively contributing to research. By serving as well. Reviewer of several web sites. Ask for. Bacha's help is to stay updated. With current resistance and. Maintaining academic quality. I'm also a part of. Published pattern. Machine learning assist control system. Which reflects my interest in the interdisciplinary. Regarding the research funding. I already submitted proposal to. Deep student project. And Sir? And I'm actively. Walking towards spring. Funded project. Alongside a strong. Continuous Learning. I have completed 5 NPP. And several process. Operating research data analysis. Python machine learning base. Commissioner and the. Mathematical applications. Which I tried to integrate into my teaching. I'm always productive. Tools and methodologies that. That both learning. Little. From a perspective I am. Thematics property. Methods GIF. Patients with mathematics. And so on and I. Focusing concept. Oriented I. As well as in charge. And perform. In practice, college and course coordinated.

Okay, so you’ve published over three hundred papers, including Scopus-indexed work, and you focus on topics like optimal control, fractional calculus, epidemiology, and environmental systems. That’s quite a spectrum. When you design exam questions or evaluate student projects in these areas, what are you really looking for to distinguish a strong student from the rest?

Alright, Dr. Ramesh, you mentioned your work touches on advanced control strategies and modeling approaches for current social challenges. When you're guiding students on research projects in these areas, how do you help them connect mathematical theory to real-world problems?

Okay, so you've contributed as a reviewer for several journals and even published patents, on top of a substantial publication record in areas like optimal control and mathematical modeling. When you're reviewing student work or mentoring research, how do you help them develop the ability to critically assess the quality of their own mathematical arguments?

Given your background in optimal control, fractional calculus, and applications to environmental systems, where do you see the most fundable research directions over the next few years? Which grant agencies or funding opportunities would you specifically target to support this work?

So, you’ve got experience both designing curriculum and bringing in advanced topics like machine learning and optimization. Picture yourself teaching a large undergraduate mathematics class at VIT, but you’re not allowed to use slides or just lecture at them. How would you keep two hundred students genuinely engaged and learning the material?

Alright, so you’re integrating Python, machine learning, and advanced mathematical applications directly into your teaching. You mentioned you’re always productive with new tools and methodologies. How would you actually design a classroom session to get students actively solving real-world supply chain problems using statistical methods, rather than just listening to theory?

Okay, so you’re always seeking new methodologies and integrating advanced topics, and you mentioned “patients with mathematics”—I’m curious, Dr. Ramesh, how do you handle students who seem disengaged or struggle to keep up when you introduce complex topics like machine learning or advanced statistics?

Okay,

At this stage and particularly. Testing. Yeah. Tell me.

At this stage and particularly. Testing. Yeah. Tell me. Can I continue?

Alright, Dr. Ramesh, you mentioned integrating Python and advanced mathematical applications into your teaching and coordinating courses. Suppose you had to run a large undergraduate mathematics session at VIT, but slides and traditional lecture were off the table—how would you keep 200 students actively engaged with the material?

Alright.

At this time for. At at this stage I'm particularly interested. Contributing to the research driven and collaborative academic. Willing. It provides excellent. That's.

At this time for. At at this stage I'm particularly interested. Contributing to the research driven and collaborative academic. Willing. It provides excellent. That's. Work in and global. Exposure. Find further extensive researched words. Integrated mathematical modeling. And impactful real world update. Thank you.

You mentioned you’re looking to contribute to a research-driven and collaborative academic environment because it provides excellent opportunities—so let’s focus on how you’d approach teaching in that context. Imagine you’re running a large undergraduate mathematics class at VIT, but you can’t use slides or traditional lectures. How would you keep those students engaged and actually interacting with the material?

Okay, so you're looking to make an impact with integrated mathematical modeling and interdisciplinary research. Let me ask—when you're teaching a mathematics course with a mix of students from engineering, business, and science backgrounds, how do you design an active learning exercise that actually gets everyone involved and thinking, rather than just listening?

For for this. Pedagogical approach.

For for this. Pedagogical approach. Protocol approach means. And the uh. Of Mathemat.

Alright, you mentioned your pedagogical approach—can you walk me through a specific active learning exercise you've used that helped students from different backgrounds engage with mathematical modeling, not just listen passively?

For for this. Pedagogical approach. Protocol approach means. And the uh. Of Mathemat. The day-to-day LED live faculties.

You started to mention your protocol approach, but I didn't quite catch the full idea—can you walk me through a concrete example of how you'd structure an active learning exercise in a mathematics course, especially when students have varied backgrounds?

Okay, so you were describing your protocol approach for pedagogy in mathematics, but I need to shift gears. Professor, how have you previously contributed to the development of curricula to meet accreditation standards, and how would you apply this experience to align with VIT’s programs and objectives?

So you started explaining your protocol approach, but I need to hear a concrete example. Can you walk me through exactly how you'd structure an active learning exercise for a mathematics class with students from different backgrounds—what would you actually have them do?

For for this. Pedagogical approach. Protocol approach means. And the uh. Of Mathemat. The day-to-day LED live faculties. Uh. How can we solve? By example like that. Water pipe. UH-5 can be. Converted to a. Uh. The point is that. That it cost you count. Like this we can improve.

For for this. Pedagogical approach. Protocol approach means. And the uh. Of Mathemat. The day-to-day LED live faculties. Uh. How can we solve? By example like that. Water pipe. UH-5 can be. Converted to a. Uh. The point is that. That it cost you count. Like this we can improve. With mathematical concept. How the mathematical concept will?

Alright, you brought up applying mathematics to real-world situations like water pipes and cost counting, but I'm looking for a bit more detail. When you've got 200 students in a class, how would you check that an active learning exercise—like your protocol approach—actually helped them understand the mathematical modeling, instead of just going through the motions?

Alright, you brought up connecting mathematics to real-life examples like pipes and cost counting, but I need to shift gears. Professor, how have you previously contributed to the development of curricula to meet accreditation standards, and how would you apply this experience to align with VIT’s programs and objectives?

Explosion in this. Curriculum standard. So a. CS go out to education. It's a. What the?

You started talking about curriculum standards and accreditation, but it sounded like you were still forming your thoughts. Go ahead—what's your approach when it comes to aligning a mathematics curriculum with those accreditation requirements, especially at a university like VIT?

Explosion in this. Curriculum standard. So a. CS go out to education. It's a. What the? Go for academic board. Uh, currency. Yeah.

Okay,

Faculties. That's why. Yeah, the we are applying.

Alright, Professor, let me give you a real scenario. Imagine a student formally complains that your grading is unfair, but at the same time, your department head is pushing you to raise pass rates. How would you handle the situation and balance academic integrity with those institutional pressures?

Faculties. That's why. Yeah, the we are applying. So the. What do you eat? Standard for. Level. For country. The Academic.

So you were describing how the faculty works together to meet academic standards set at the country level, with the academic board involved. Can you give me a concrete example of a time you directly helped revise or update a curriculum to meet a new accreditation requirement? What exactly was your role?

Cancel faculty as well. Text to the academic strategy.

Cancel faculty as well. Text to the academic strategy. For example, uh, in. Curriculum. Umm. Adam. On probability and random process.

Alright, you mentioned faculty and academic strategy, but I still need a bit more detail. Can you walk me through a situation where you personally helped update a mathematics curriculum to meet a new accreditation requirement—what was your exact contribution and what changed as a result?

Cancel faculty as well. Text to the academic strategy. For example, uh, in. Curriculum. Umm. Adam. On probability and random process. The cinema is our top. It is pretty. What number of topics are there?

You mentioned updating the curriculum for probability and random processes with an academic strategy alongside faculty. What was your exact contribution there—did you help draft new materials, coordinate feedback, or something else?

Alright, I hear you on updating the curriculum for probability

Relevant.

You were talking about the curriculum update for probability and random processes, but I need a bit more detail. What was your exact role in that revision—did you help draft new materials, coordinate with faculty, or handle approval with the academic board?

Yeah, I have a corn. Corn. So I will connect. Faculty uh. Start Bigg Boss. Concept with. Policy. A word with first. Find. Standards for the.

Yeah, I have a corn. Corn. So I will connect. Faculty uh. Start Bigg Boss. Concept with. Policy. A word with first. Find. Standards for the. Yeah, OK. I'm completed Uh, yeah, Ocean. So students, uh Gen. The question that. Paper Valuation. By our current institutions. Set. If you solve this stuff up. And. The strip.

Alright, so you coordinated with other faculty to connect core concepts and ensure the curriculum met policy standards. Let me pivot to something practical—imagine a student files a formal complaint, saying your grading was biased, while at the same time your department head is pressuring you to improve pass rates. How would you navigate that situation?

Yeah, I have a corn. Corn. So I will connect. Faculty uh. Start Bigg Boss. Concept with. Policy. A word with first. Find. Standards for the. Yeah, OK.

Alright, so you coordinated with faculty to connect curriculum concepts to policy standards and ensured alignment with academic requirements. Let’s say a student formally accuses you of grading bias, and at the same time, your department head is urging you to boost pass rates. How do you balance academic integrity, transparency, and this institutional pressure?

Uh, yeah, Ocean. So students, uh Gen. The question that. Paper Valuation. By our current institutions. Set. If you solve this stuff up. And. The strip. Marks better. But I. Paper itself. So no. No more.

Okay, so you’re saying the student’s complaint would be handled through the standard institutional paper valuation process. But if your department head still insists you should change your grading or raise the pass rate, even if you believe your evaluation is fair—how would you respond to that pressure?

Okay, so you’re saying that complaints

The pressure to. I know that so. To special class conduct.

The pressure to. I know that so. To special class conduct. Classes so. Problem.

The pressure to. I know that so. To special class conduct. Classes so. Problem. So. I am trying. Full effort to get under 20.

You said you’d conduct special classes to address the department’s pressure, but you’d stick to your original paper valuation and not alter marks. And what if the department head disagrees with your decision—how would you respond while maintaining academic standards?

Okay, let's shift to industry connections for a moment. Given your expertise in supply chain management and advanced statistical methods, do you have any industry partnerships or collaborations that could help VIT students secure internships or work on real-world projects?

The pressure to. I know that so. To special class conduct. Classes so. Problem. So. I am trying. Full effort to get under 20. To that I will 100%. That I. Act accordingly. So from starting from. Find the. I the class test. So AF. Start dead. I will.

You said you're trying your full effort to get students under 20, and you conduct special classes to address issues, but you stick to your original paper evaluation. That's clear. Now, 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?

You said you conduct special classes and start preparing students from class tests onward, putting in full effort but sticking to your own evaluation standards. Now, 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?

You said you coordinate with faculty to start at the concept level and link curriculum to standards, making sure everything aligns. Before we wrap this section, is there an industry partnership or collaboration—maybe in supply chain management or advanced statistics—where you’ve helped students get internships or exposure to real-world problems? If so, how did you make that connection?

The pressure to. I know that so. To special class conduct. Classes so. Problem. So. I am trying. Full effort to get under 20. To that I will 100%. That I. Act accordingly. So from starting from. Find the. I the class test. So AF. Start dead. I will. You can continue with. I'm done. I'm waiting.

You said you’d coordinate with other faculty and start from the foundational concepts, making sure the curriculum aligns with academic standards. But can you give me one instance where your work directly led to a curriculum being approved or accredited—what was the outcome?

So I will. False coordinate level. To the. So I will. Despite that, I want to. Uh, to go. I can put a. That's it.

So I will. False coordinate level. To the. So I will. Despite that, I want to. Uh, to go. I can put a. That's it. The as also. That's it. So. Example with that.

You mentioned coordinating at the faculty level and aligning with standards, but didn’t give a concrete instance of a curriculum change that led to accreditation. Let’s pivot—given your expertise in supply chain management and advanced statistical methods, are there any industry partnerships or collaborations you’ve been part of that could help students at VIT with internships or placements?

Alright, you coordinated curriculum changes and worked to meet standards, but I think we've covered that pretty thoroughly. Now, given your expertise in supply chain management and advanced statistical methods, have you established any partnerships or collaborations with industry that could translate into real-world opportunities—like internships or placements—for students?

So I will. False coordinate level. To the. So I will. Despite that, I want to. Uh, to go. I can put a. That's it. The as also. That's it. So. Example with that. My, uh, it's all there. Yes, I'm done. I'm.

Right, you said you coordinated at the faculty level and made sure everything was aligned for curriculum approval, but didn't get into a concrete example. Before we wrap up, is there an industry partnership or collaboration you've been involved in that gave students real exposure to applied mathematics or supply chain management? If so, which company or organization, and what was your role?

So as of now I don't have any. Uh, collaboration with the Industrial Connect, but. I chat. For example. Previous institution traffic. College came and asked me. So I can have a. Water. So I can. Tricks to develop?

So as of now I don't have any. Uh, collaboration with the Industrial Connect, but. I chat. For example. Previous institution traffic. College came and asked me. So I can have a. Water. So I can. Tricks to develop? Now will be pattern. Published and. Started it Entrepreneur. Now incorrect. Last year, mechanics students. How to control project will? So I am. Mathematical concept and I will. This pattern for that for them. I'm not. To publish. Yeah, I'm done.

Okay, let's dive right into your core skills. For supply chain management and advanced statistical methods, imagine you're guiding students through a case study where demand forecasting is critical—how would you help them connect mathematical modeling to real-world supply chain decisions, and what specific techniques would you emphasize?

Alright, so you haven’t had a formal industry collaboration yet, but you mentioned helping mechanics students develop a project based on mathematical concepts and aiming to publish a new pattern. Let’s switch gears—can you walk me through your approach to teaching advanced statistical methods in a laboratory setting, especially for students who struggle with abstract concepts?

Yeah, SEPTA. Using Google.

Yeah, SEPTA. Using Google. So code for them. Uh, particular statistical. The students, OK.

Alright, so you use Google tools in the lab to help students grasp advanced statistics. Can you give me a specific example of a hands-on lab activity you’ve designed where students directly applied statistical theory to real-world data?

Yeah, SEPTA. Using Google. So code for them. Uh, particular statistical. The students, OK. Let us. Are you my? The model.

Alright, you helped mechanics students with a project and aimed for publication, but let's move in a different direction. Can you describe your process for evaluating student performance during exams—do you use rubrics, and how do you ensure fairness and consistency across different batches?

Yeah, SEPTA. Using Google. So code for them. Uh, particular statistical. The students, OK. Let us. Are you my? The model. The LAP datas. Have the. To get the. How datas are convergence or not? I will replace. Data. The outcomes are not. So and uh. To clarify. To the students.

Alright, so you use Google tools and code to guide students through statistical labs, and you mentioned modeling as well. Can you give me a specific example of a hands-on lab activity you designed where students directly applied statistical methods—what did they do, and how did you measure whether they understood the concepts?

Yeah, SEPTA. Using Google. So code for them. Uh, particular statistical. The students, OK. Let us. Are you my? The model. The LAP datas. Have the. To get the. How datas are convergence or not? I will replace. Data. The outcomes are not. So and uh. To clarify. To the students. Python in Colab.

Alright, you said you use code and hands-on data modeling so students can see convergence and outcomes directly—sounds like you use practical demos to clarify tricky ideas. How do you typically evaluate students during exams, especially to differentiate between those who understand the underlying statistics and those who just memorize formulas?

Alright, you mentioned using Colab and Python to help students visualize convergence and outcomes in statistics labs, which makes sense for hands-on learning. Shifting focus, have you ever supervised a student research project from start to finish—what was the topic and how did you guide them through the research process?

So as of now, I'm not directly involved with the student project, but be a part of the student project. As. 1. Everything but uh. And another story. Mechanical department to come out. With that automatically. That kind of approach. I will start with the case from this and. Ideas to develop? But. Opportunity to claim that. Students are belonging to corresponding departments. The but. I. Student Life. Client approach. That is, I agree.

So as of now, I'm not directly involved with the student project, but be a part of the student project. As. 1. Everything but uh. And another story. Mechanical department to come out. With that automatically. That kind of approach. I will start with the case from this and. Ideas to develop? But. Opportunity to claim that. Students are belonging to corresponding departments. The but. I. Student Life. Client approach. That is, I agree. The faculties will claim. Yeah, I'm done.

Alright, so you support student projects in a more indirect way, helping with ideas and approaches, especially when students are from other departments. How do you typically structure your lectures or labs to make sure your communication is clear and students actually grasp the material?

Okay, so you’ve mostly played a supporting role with student projects, especially when they cross into other departments, giving guidance on approaches and ideas. When it comes to communicating complex mathematical topics in class, what do you do to make sure all students—including those who struggle—can follow your explanations and stay engaged?

Yeah, it's a nice. Portion so complex mathematical problem. Mathematics. A lot of things are. Complex medical problem, so. First, understand. What are you needed? So. Approach SO. Psychological approach or smart board technology? Say that visual approach for this problem. And to travel. For example. They want guitar 1 dimensional.

Yeah, it's a nice. Portion so complex mathematical problem. Mathematics. A lot of things are. Complex medical problem, so. First, understand. What are you needed? So. Approach SO. Psychological approach or smart board technology? Say that visual approach for this problem. And to travel. For example. They want guitar 1 dimensional. Flow. Heat is flowing. That's yeah. Models. Model and. At the temperature. Of editing.

Yeah, it's a nice. Portion so complex mathematical problem. Mathematics. A lot of things are. Complex medical problem, so. First, understand. What are you needed? So. Approach SO. Psychological approach or smart board technology? Say that visual approach for this problem. And to travel. For example. They want guitar 1 dimensional. Flow. Heat is flowing. That's yeah. Models. Model and. At the temperature. Of editing. Reality. Have some clarity? Special class. One more time.

Okay, so you focus on understanding what students need and use visual approaches with technology like smart boards to break down complex problems. When you’re evaluating students—say, during final exams or lab assessments—what criteria do you use to ensure your grading is fair and consistent across the board?

Okay, so you use visual tools like smart boards and focus on breaking down complex problems to the basics, using physical models when possible. When you’re evaluating students—say, during final exams or project presentations—how do you ensure your grading is both fair and consistent across the class?

Alright, so you focus on figuring out what the students need, sometimes using visual methods and smart board technology, and you gave the example of using one-dimensional heat flow models to make things concrete. When you’re evaluating students—say, during final exams or practicals—what criteria do you use to ensure the assessment is both fair and rigorous?

Okay, so you break complex mathematical problems into visual and practical steps, using tools like smart boards and physical models, and sometimes run special classes to reinforce concepts. Shifting focus—what's one research publication you're most proud of, and what was your specific contribution to that work?

Yeah, authored and as well as co-authored so. Patient last year. 20. Scientifically.

Yeah, authored and as well as co-authored so. Patient last year. 20. Scientifically. Portia left railway.

You mentioned you’ve authored and co-authored scientific publications last year. What was the main result or new idea in your most recent paper, and how did it impact the field or your teaching?

Alright.

Okay, you said you’ve authored and co-authored scientific papers, including last year. But can you tell me what was the main result or new idea in your most recent publication, and how did it impact the field or your teaching?

Yeah, authored and as well as co-authored so. Patient last year. 20. Scientifically. Portia left railway. UP Agarasta, Andhra Pradesh, Tamil Nadu. Later the optimum control strategy is implement. Actually, sometimes. The state.

Yeah, authored and as well as co-authored so. Patient last year. 20. Scientifically. Portia left railway. UP Agarasta, Andhra Pradesh, Tamil Nadu. Later the optimum control strategy is implement. Actually, sometimes. The state. Control strategy, which is the. The third test.

Yeah, authored and as well as co-authored so. Patient last year. 20. Scientifically. Portia left railway. UP Agarasta, Andhra Pradesh, Tamil Nadu. Later the optimum control strategy is implement. Actually, sometimes. The state. Control strategy, which is the. The third test. Mr. Gator, How? Yes. And two pictures in that day.

So you mentioned implementing an optimum control strategy and publishing with a focus on different states like Andhra Pradesh and Tamil Nadu, but I want to dig a little deeper. What was the main mathematical innovation or method in that publication, and how did you demonstrate its effectiveness compared to existing approaches?

You mentioned implementing an optimum control strategy in your publication, focusing on multiple states, but I’d like to hear more about the mathematical methods you used—was it mostly statistical modeling, optimization algorithms, or something else?

You said you worked on optimum control strategies across different states and co-authored papers last year, but I didn't catch the main result—can you tell me what mathematical method or model was central to your research, and how it's useful in real-world applications?

Yeah, mathematical model I would. Differentially.

Alright, you mentioned using differential equations as the core mathematical model. Switching topics—do you have a PhD in a mathematics-related specialization, and if so, what was your dissertation about?

Yeah, mathematical model I would. Differentially. Compartment model. Suspended. Infected. Uh hospitalised quarantine recovery. Compartment of model and. The apartment model I would. The optimal control strategy. Later, yeah. And the caveat Mosque, everything. Document control strategy we. Modern SO. I want to see the reproduction number for the COVID-19. The model I'm, I'm, I. Model. The model is. Are positively kind. Calculated or not based on that mathematical. You can find it. Entry production number it's a. Yeah. To find modeling. So R not uh. 2.7.

Yeah, mathematical model I would. Differentially. Compartment model. Suspended. Infected. Uh hospitalised quarantine recovery. Compartment of model and. The apartment model I would. The optimal control strategy. Later, yeah. And the caveat Mosque, everything. Document control strategy we. Modern SO. I want to see the reproduction number for the COVID-19. The model I'm, I'm, I. Model. The model is. Are positively kind. Calculated or not based on that mathematical. You can find it. Entry production number it's a. Yeah. To find modeling. So R not uh. 2.7. So. Model is created. They are not. It drastically reduced. Actually has been made for the other three steps.

Yeah, mathematical model I would. Differentially. Compartment model. Suspended. Infected. Uh hospitalised quarantine recovery. Compartment of model and. The apartment model I would. The optimal control strategy. Later, yeah. And the caveat Mosque, everything. Document control strategy we. Modern SO. I want to see the reproduction number for the COVID-19. The model I'm, I'm, I. Model. The model is. Are positively kind. Calculated or not based on that mathematical. You can find it. Entry production number it's a. Yeah. To find modeling. So R not uh. 2.7. So. Model is created. They are not. It drastically reduced. Actually has been made for the other three steps. Andhra Madrasa and Tamil Nadu whichever. State having the least or not level. Model parameters. Operator, compartment and model.

Yeah, mathematical model I would. Differentially. Compartment model. Suspended. Infected. Uh hospitalised quarantine recovery. Compartment of model and. The apartment model I would. The optimal control strategy. Later, yeah. And the caveat Mosque, everything. Document control strategy we. Modern SO. I want to see the reproduction number for the COVID-19. The model I'm, I'm, I. Model. The model is. Are positively kind. Calculated or not based on that mathematical. You can find it. Entry production number it's a. Yeah. To find modeling. So R not uh. 2.7. So. Model is created. They are not. It drastically reduced. Actually has been made for the other three steps. Andhra Madrasa and Tamil Nadu whichever. State having the least or not level. Model parameters. Operator, compartment and model. And control. So control param. Used and which state? Sample control paramet. Spread the degree.

Yeah, mathematical model I would. Differentially. Compartment model. Suspended. Infected. Uh hospitalised quarantine recovery. Compartment of model and. The apartment model I would. The optimal control strategy. Later, yeah. And the caveat Mosque, everything. Document control strategy we. Modern SO. I want to see the reproduction number for the COVID-19. The model I'm, I'm, I. Model. The model is. Are positively kind. Calculated or not based on that mathematical. You can find it. Entry production number it's a. Yeah. To find modeling. So R not uh. 2.7. So. Model is created. They are not. It drastically reduced. Actually has been made for the other three steps. Andhra Madrasa and Tamil Nadu whichever. State having the least or not level. Model parameters. Operator, compartment and model. And control. So control param. Used and which state? Sample control paramet. Spread the degree. Decrease the increase. That outcomes.

Yeah, mathematical model I would. Differentially. Compartment model. Suspended. Infected. Uh hospitalised quarantine recovery. Compartment of model and. The apartment model I would. The optimal control strategy. Later, yeah. And the caveat Mosque, everything. Document control strategy we. Modern SO. I want to see the reproduction number for the COVID-19. The model I'm, I'm, I. Model. The model is. Are positively kind. Calculated or not based on that mathematical. You can find it. Entry production number it's a. Yeah. To find modeling. So R not uh. 2.7. So. Model is created. They are not. It drastically reduced. Actually has been made for the other three steps. Andhra Madrasa and Tamil Nadu whichever. State having the least or not level. Model parameters. Operator, compartment and model. And control. So control param. Used and which state? Sample control paramet. Spread the degree. Decrease the increase. That outcomes. Go for. Particular approach.

Alright, you used compartmental differential models to study COVID-19 and calculated the reproduction number—so you’re clearly comfortable with advanced statistical modeling. Let’s pivot. When you teach theory alongside lab courses, how do you structure your sessions so students bridge the gap between abstract math and hands-on experimentation?

Alright, so you developed a compartmental differential equation model for COVID-19, calculated the reproduction number, and showed how optimal control strategies could reduce it—sounds like you combined mathematical rigor with practical impact. Last thing—do you hold a PhD in mathematics or a closely related field, and what was your dissertation topic?

Yeah, mathematical model I would. Differentially. Compartment model. Suspended. Infected. Uh hospitalised quarantine recovery. Compartment of model and. The apartment model I would. The optimal control strategy. Later, yeah. And the caveat Mosque, everything. Document control strategy we. Modern SO. I want to see the reproduction number for the COVID-19. The model I'm, I'm, I. Model. The model is. Are positively kind. Calculated or not based on that mathematical. You can find it. Entry production number it's a. Yeah. To find modeling. So R not uh. 2.7. So. Model is created. They are not. It drastically reduced. Actually has been made for the other three steps. Andhra Madrasa and Tamil Nadu whichever. State having the least or not level. Model parameters. Operator, compartment and model. And control. So control param. Used and which state? Sample control paramet. Spread the degree. Decrease the increase. That outcomes. Go for. Particular approach. Kapoor mostly convergent. Percentage and. Yeah, done As of now. Laboratory causes us.

Alright, you used a compartmental differential equation model for COVID-19, calculated the reproduction number, and showed how optimal control strategies could reduce it—sounds like you combined real mathematics and practical impact. Do you hold a PhD in mathematics or a related field, and what was your dissertation about?

Alright, so you used compartmental models and optimal control strategies in your research, and tracked how the reproduction number changed across states. Now, let me ask—do you hold a PhD in mathematics or a closely related specialization, and if so, what was your dissertation about?

You used a compartmental differential equation model to calculate the reproduction number for COVID-19, and tracked how control strategies affected outcomes across different states. Now, Dr., let's talk about your teaching experience—how do you ensure that both theory and laboratory sessions are effective for students in mathematics courses?

You used a compartmental model focused on infection, quarantine, and recovery, and tracked how optimal control strategies changed the reproduction number for COVID-19 across states. That really ties together applied mathematics and real-world impact. Shifting focus—do you have a PhD in mathematics or a related specialization, and if so, what was your dissertation about?

As of now. Laboratory causes us. The priority for mathematics. That late.

Alright, you mentioned laboratory courses but didn’t elaborate. Let’s shift—have you ever been responsible for student evaluation duties, like designing or grading exams? If so, what was your process for ensuring fair assessment, especially when students have very different abilities?

You mentioned labs aren’t always a priority for mathematics, which can be a challenge since hands-on work helps connect theory to real-world situations. Shifting a bit, have you ever designed or graded exams for your students? If so, what’s your process for making sure the questions assess both conceptual understanding and practical skills?

As of now. Laboratory causes us. The priority for mathematics. That late. Uh, at the classroom. So coming to. How about? The current distribution. Post Mathematics.

Okay,

So grateful for that. For example. Yeah. Yeah. Can I continue?

You were going to give an example, so go ahead—I'd like to hear how you structure a mathematics lab session so students really connect experimental work to the theory.

Yeah.

Alright, you were about to share an example of structuring mathematics lab sessions. I’d like you to walk me through a specific lab activity you’ve designed or delivered—what was the goal, what tools or resources did you use, and how did you ensure students grasped the mathematical principles behind the experiment?

Yeah. Current Situ. For mathematics lab, that's. So. Models. Models to what is it? To the. Mathematical concept. So I have gone through creating mathematical uh. Excellence of lab.

Yeah. Current Situ. For mathematics lab, that's. So. Models. Models to what is it? To the. Mathematical concept. So I have gone through creating mathematical uh. Excellence of lab. So I. Yeah, concept. About the lab. So. That's it.

Okay, you mentioned creating mathematical models and excellence in lab activities for mathematics. I want to check—have you been responsible for student evaluation duties, like designing or grading exams? If so, walk me through your process for creating a fair and structured assessment.

You said you’ve created labs to help students grasp mathematical concepts, but didn’t really get into how you handle evaluation. Have you been responsible for designing or grading exams—what’s your process to make sure assessments are fair and actually measure student understanding?

Yeah, so I.

Alright, you started to answer but didn’t really explain your process. When you’re designing or grading exams, what steps do you take to make sure your questions actually measure whether students understand the material, and that grading is fair for everyone?

Yeah, so I. That I'm. Have excellence lab. But right now? Not within laptops. Critical approach.

You mentioned creating labs and mathematical models, but didn’t really explain your process for student evaluation or exam duties. No worries—let’s move on. Have you had any experience guiding students on research projects or internships related to DeepTech, AI, or supply chain management, even informally? If so, what was your role in mentoring them?

Yeah, so I. That I'm. Have excellence lab. But right now? Not within laptops. Critical approach. So. Taxonomy level which are the. Import. Moreover, the. Student Special Class 2.

You mentioned creating an excellence lab and focusing on the taxonomy level for assessments. Let’s move to your academic background—do you hold a PhD in a mathematics-related specialization, and what was the focus of your doctoral research?

Mathematical.

Alright, so your PhD is in mathematics. Now thinking about industry projects or consultancy—have you ever been involved in any applied mathematics projects outside academia, maybe for a company or government body? If so, what was your role?

Mathematical. Math magical boy. Morning. So stop to listen. OK. That will. For in. Yes, I'm done. I'm waiting for exposure.

Alright, so your PhD is in mathematics but you’re looking for more exposure. Shifting to applied experience—have you worked on any industry projects or consultancy assignments where you had to apply mathematical modeling or data analysis outside the academic context? If so, what was your role and how did you approach the problem?

Yeah, before. Yeah, picture or a lecturer on sustain profile. Before.

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

Yeah, before. Yeah, picture or a lecturer on sustain profile. Before. Supply chain management. So, Matt? Modeling of transportation. And transportation problem. In control problems are very. Practically working. So I have. Raw material. Have of dispatching Yeah, what is the role?

Yeah, what is the role? That is the assistant professor research. What kind? What is?

You asked about the role—let me clarify. The Assistant Professor position focuses on teaching mathematics courses, guiding student research, and contributing to departmental projects. There’s a strong emphasis on both theory and applied mathematics, with opportunities to supervise student work and participate in curriculum development. Anything else you’d like to know before we wrap up?

You mentioned supply chain modeling and dispatching raw materials, so your applied work connects to both industry and academia. The Assistant Professor role involves teaching mathematics courses, guiding student projects, conducting research, and participating in departmental activities. There’s a strong emphasis on both classroom instruction and research output. Anything else you’d like to know about the team or expectations?

Yeah, I know. And expectations also.