Hello. Am I audible?

Please start by introducing your professional journey in academia

I can't hear you anything Yeah, so. As a chemistry background, so. So I I. I want to. Any any classroom I want to start.

Yeah, so. As a chemistry background, so. So I I. I want to. Any any classroom I want to start. From some basic concept about chemistry or something like. I can attach some interesting. Like chemistry related reactions or something to start with?

Yeah, so. As a chemistry background, so. So I I. I want to. Any any classroom I want to start. From some basic concept about chemistry or something like. I can attach some interesting. Like chemistry related reactions or something to start with? So in this way. I can start engaging students. And let them like. Uh, listen to me carefully. Like, uh. To go forward.

Sounds like you’re thinking about how you approach the start of a class. What’s one specific chemistry concept you especially enjoy introducing, and how do you make it engaging for students right from the beginning?

Okay, so you like to start with basics and connect them to interesting reactions in chemistry. Can you give me a concrete example of a foundational concept and the way you make it engaging for students in your classroom?

Okay, so you like starting with a basic concept and bringing in an interesting reaction to hook students’ attention. Can you give me one specific example — maybe a reaction or topic — where you saw students really engage, and how you set that up in class?

Yeah, so. It's like. In terms of uh. Some chemistry reaction or something? So, uh. The most interesting will be some catalytic reaction. So I can. As you know, catalysis plays a very important role in chemistry. A related. Maybe I can? That is something about catalytic reaction or regarding catalysis. In in like that I can proceed.

Dr, I noticed your PhD thesis focused on "Room Temperature Phosphorescence and Circularly Polarized Luminescence Characteristics of Phosphine oxides and Phosphoramides." Can you describe a time you had to explain the significance of this research to undergraduate students or a non-specialist audience?

Yeah, so. As you know, this room temperature phosphorus ends over circularly polarized rooms. This kind of like, uh, topics? Plays an important role in optimizing device and. After Lutonix materials. So this. This can be. Like kind of. A program for Andhrajan student. Or something, uh. Like basic UC level course we can introduce because. This has very like. They have importance in. The semiconductor industry also and. This some kind of applications.

So you tried to connect the importance of room temperature phosphorescence and circularly polarized luminescence to real-world applications like semiconductors and optoelectronic devices, even for undergraduates. When you presented this, what strategies did you use to make those advanced concepts accessible for students who might not have a strong background yet?

Yeah, so. So we can. Because this. This all. What my PhD program? What I learned this room terms are phosphorus and circularly polarized luminescence. The basic basic. Photophysical. Uh, like investigations?

Yeah, so. So we can. Because this. This all. What my PhD program? What I learned this room terms are phosphorus and circularly polarized luminescence. The basic basic. Photophysical. Uh, like investigations? So we can. Start with. Uh, our basic photophysics. How this? Goes from uh. In this how this materials goes from ground state to excited state and all. MSN Phenomenon. How? How? It involves. So those can. We can start. With 2000. And uh, regarding the demonstration and all practical, uh, like utility. Let us up the. This student program we can. Like maybe we can show them? Some demonstrations. With some PL. instrument. Or some kind of uh. Maybe industry visit? Or some kind of industry collaboration also we can. Just take have them some get some flavor of it.

Alright, so you emphasized the photophysical investigations you did in your PhD and how you try to draw from those basics when teaching. When you introduce something as advanced as circularly polarized luminescence in an undergraduate class, do you use analogies, demonstrations, or a particular teaching tool to make it click for students who are new to the topic?

Given your background in room temperature phosphorescence and circularly polarized luminescence, where do you see the most fundable research directions emerging over the next few years? Which granting agencies or calls would you target to support that work?

Yeah, so. This this. Whatever my PhD work, it involves this room temperature, first persons and circularly polarized luminous sense that. Like mainly focused on. Basic photographic characterization. Without any practical like applications, so in my postdoc work. What what I'm doing last two years?

Yeah, so. This this. Whatever my PhD work, it involves this room temperature, first persons and circularly polarized luminous sense that. Like mainly focused on. Basic photographic characterization. Without any practical like applications, so in my postdoc work. What what I'm doing last two years? I'm trying to make. This Oct. Devices out of it. Using mainly organic materials or. Organic. Inorganic. Uh, this hybrid materials. To make make. Some kind of, uh. These devices which is have. Practical applications like upto 20 devices like solar cell. Or a LED's.

Yeah, so. This this. Whatever my PhD work, it involves this room temperature, first persons and circularly polarized luminous sense that. Like mainly focused on. Basic photographic characterization. Without any practical like applications, so in my postdoc work. What what I'm doing last two years? I'm trying to make. This Oct. Devices out of it. Using mainly organic materials or. Organic. Inorganic. Uh, this hybrid materials. To make make. Some kind of, uh. These devices which is have. Practical applications like upto 20 devices like solar cell. Or a LED's. So what this hap? Huge potentials like. This funding from. Government. From. Government sectors. And, and uh, yes, uh. Yeah.

Alright, so your PhD research focused on fundamental photophysical studies, but now your postdoc work is more application-driven. Since you've seen both sides, how would you go about building a research group at our institution that balances foundational science with projects likely to attract external funding?

Alright, so you’re now bridging your fundamental work from your PhD into real device applications with organic and hybrid materials—like solar cells and LEDs. Given that shift, what’s your plan for assembling a research group around this at an institution like ours, and how would you keep the funding pipeline steady over time?

So your postdoc work is focused on developing actual devices, like solar cells and LEDs, using organic and hybrid materials, and you see strong funding potential from government agencies. What’s your strategy for actually securing those grants—are you targeting any particular ministries or industry partnerships, and how do you plan to make your proposals stand out?

Yes. Yes, so. Regarding the. In this government sectors. I can think of. Right now. There will be some air in Arab. Uh, initial grant funding A from an RF. And. Also. From other government Funding Agency, we can. Secure these funds by. Writing proposals on. Maybe this? Emerging nowadays. Emerging.

Yes. Yes, so. Regarding the. In this government sectors. I can think of. Right now. There will be some air in Arab. Uh, initial grant funding A from an RF. And. Also. From other government Funding Agency, we can. Secure these funds by. Writing proposals on. Maybe this? Emerging nowadays. Emerging. This solar cell and LEDs. With. If I can think of flexible solar cells. And with and also. We can collaborate with. Some industry partners.

Yes. Yes, so. Regarding the. In this government sectors. I can think of. Right now. There will be some air in Arab. Uh, initial grant funding A from an RF. And. Also. From other government Funding Agency, we can. Secure these funds by. Writing proposals on. Maybe this? Emerging nowadays. Emerging. This solar cell and LEDs. With. If I can think of flexible solar cells. And with and also. We can collaborate with. Some industry partners. And to make some uh. Devices in a large scale. Like. To go.

Yes. Yes, so. Regarding the. In this government sectors. I can think of. Right now. There will be some air in Arab. Uh, initial grant funding A from an RF. And. Also. From other government Funding Agency, we can. Secure these funds by. Writing proposals on. Maybe this? Emerging nowadays. Emerging. This solar cell and LEDs. With. If I can think of flexible solar cells. And with and also. We can collaborate with. Some industry partners. And to make some uh. Devices in a large scale. Like. To go. Play from Laughs Kale 2. Maybe to fabricate? Classical devices.

Alright, shifting gears a bit — you mentioned earlier that you like to engage students by starting with interesting reactions or foundational concepts. Imagine you’re teaching a large introductory chemistry class at VIT, and slides aren’t allowed. How would you make sure 200 students stay engaged and actually participate in the session?

Okay, so you’re thinking about flexible solar cells and collaborating with industry partners, maybe targeting NRF and similar agencies. If you were mentoring a student team on a project proposal in this space, how would you guide them to make their idea both scientifically rigorous and attractive to funders?

So you're thinking about NRF and other government funding for flexible solar cells and industry-scale collaborations, and you mentioned teaming up with industry partners for large-scale device work. If you were designing a new laboratory course around this area, how would you structure it to give students both hands-on technical skills and a sense of real-world impact?

Alright, so you’re thinking about grant proposals focused on flexible solar cells and scaling up device fabrication through industry partnerships. Let’s shift gears a bit—how do you evaluate your students’ understanding in both exams and coursework, and what do you do to make sure your grading process is transparent and maintains academic integrity?

Yeah. Can you just repeat the question?

Right, so just to repeat my question for you: how do you evaluate your students’ understanding in both exams and coursework, and what do you do to make sure your grading process is transparent and maintains academic integrity?

Yeah, just I'll. Take a minute. Yeah? I just want to read the question. One more time.

Of course, take your time. Let me repeat the question for you: how do you evaluate your students’ understanding in both exams and coursework, and what do you do to make sure your grading process is transparent and maintains academic integrity?

So regarding students understanding in both exam and coursework. So what? I can think of right now. Make a coursework like. More maybe?

Alright, you were saying you’d focus on making coursework more effective for evaluating student understanding. Can you give me a concrete example of an exam or assignment you designed that you feel really measured what students learned, and how you made sure the process was fair for everyone?

So regarding students understanding in both exam and coursework. So what? I can think of right now. Make a coursework like. More maybe? Regarding practical way. Like more hen like. It it might be. Combination of both theory. And some practical with hands on experience. And, uh, make the exam question papers. Like. More kind of. Yeah. So the evaluation of the exams will be more. Kind of. This some. What they might have got from the handsome experience and and. From the theory also. And regarding the transparency? Of the my way of. Evaluating the. Uh. Just yeah. So just I want to repeat the second part of the questions. What? You asked me.

Alright, you mentioned combining hands-on experience with theory in your coursework and using practical elements in exams. For the second part of my question—how do you make sure your grading is transparent and prevents any issues with academic integrity?

Yes.

Yes. So so. I like. I just starting, I don't know, like I'll be starting if I get the opportunity, I'll be starting this position. So. May maybe what I can do?

Alright, Dr, let’s talk about the broader responsibilities that come with a faculty position. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Yes. So so. I like. I just starting, I don't know, like I'll be starting if I get the opportunity, I'll be starting this position. So. May maybe what I can do? It this after? Whatever the answer sheets I I'll correct. Maybe I can circulate among. All the students.

Yes. So so. I like. I just starting, I don't know, like I'll be starting if I get the opportunity, I'll be starting this position. So. May maybe what I can do? It this after? Whatever the answer sheets I I'll correct. Maybe I can circulate among. All the students. And uh. Like individual answer papers. And also or maybe I can make it? Something like. Visible to everyone. The evaluation. What I did? For their. And the question papers.

Yes. So so. I like. I just starting, I don't know, like I'll be starting if I get the opportunity, I'll be starting this position. So. May maybe what I can do? It this after? Whatever the answer sheets I I'll correct. Maybe I can circulate among. All the students. And uh. Like individual answer papers. And also or maybe I can make it? Something like. Visible to everyone. The evaluation. What I did? For their. And the question papers. And sorry, I answered. Yeah. So in that way. Maybe there will be more transparency. About the. Their grading and what? They got out of there. Exam.

Alright, Professor, let’s imagine this scenario: a student files a formal complaint alleging your grading is biased, but at the same time your department head is pressuring you to improve pass rates. How would you balance maintaining academic integrity with those competing pressures?

Yes. So so. I like. I just starting, I don't know, like I'll be starting if I get the opportunity, I'll be starting this position. So. May maybe what I can do? It this after? Whatever the answer sheets I I'll correct. Maybe I can circulate among. All the students. And uh. Like individual answer papers. And also or maybe I can make it? Something like. Visible to everyone. The evaluation. What I did? For their. And the question papers. And sorry, I answered. Yeah. So in that way. Maybe there will be more transparency. About the. Their grading and what? They got out of there. Exam. Yes.

Okay, so if you were to start, you'd circulate corrected answer sheets to the whole class. Let's play out a situation, Professor: imagine a student files a formal complaint saying your grading is biased, and at the same time your department head is urging you to improve pass rates. How would you handle that tension?

Okay, so you’d consider circulating answer sheets and making your evaluation visible to the students. Now imagine this: a student files a formal complaint saying your grading is biased, but at the same time your department head is pressuring you to improve pass rates. How would you handle that situation?

Alright, Dr, switching focus a bit—given your expertise in advanced photophysical materials and device applications, do you have any current or potential industry connections that could help students gain access to internships or real-world placement opportunities?

So you’d share individual answer papers and make the grading visible to students to keep things transparent. If you were running a lab course in Chemistry, what steps would you take to make sure students not only follow a structured process but actually have an impactful hands-on learning experience?

So I'll make sure. Like what lab course I'm taking?

So I'll make sure. Like what lab course I'm taking? Maybe whatever ingredients or what are the chemicals?

So you’re asking if you’d be responsible for a particular lab course or how you’d structure it. Let’s say you’re assigned to design and deliver an advanced inorganic chemistry lab for undergraduates—how would you make sure each student gets real hands-on experience and actually understands the experiments, instead of just following instructions mechanically?

So I'll make sure. Like what lab course I'm taking? Maybe whatever ingredients or what are the chemicals? Over what the like? Some kind of small small instrument? What? They. Them make it available in the lab first. And uh. Before the starting the practical. So I'll make sure to. Teach them the theory in a proper way. So that they can. Make the. Yeah, they can understand. A practical, more, better way. So after that. I'll I'll try to. Give enough time. To all the students.

You started to say you'd make sure students knew what chemicals and equipment they'd be using, but trailed off. Can you walk me through how you'd structure a typical lab session—what do you actually do before, during, and after to ensure students learn the scientific method and stay safe?

So I'll make sure. Like what lab course I'm taking? Maybe whatever ingredients or what are the chemicals? Over what the like? Some kind of small small instrument? What? They. Them make it available in the lab first. And uh. Before the starting the practical. So I'll make sure to. Teach them the theory in a proper way. So that they can. Make the. Yeah, they can understand. A practical, more, better way. So after that. I'll I'll try to. Give enough time. To all the students. Individual times. To maybe? Let them get a hands on experience and teeth. Like get a proper. Like idea about the instruments and. Other things, whatever. Maybe like whatever. Chemistry, uh. Practical. They they will be using Yes, please proceed.

You talked about integrating hands-on experience and industry collaboration into your teaching. Let’s get a bit more specific—drawing from your research in battery materials, hydrogen, or theoretical chemistry, can you describe a situation where you had to guide students through a complex project where the outcome wasn’t certain? How did you help them navigate the uncertainty and reach meaningful results?

Alright, so you’d make sure every student gets hands-on time with the equipment and really understands the theory before starting the experiments. Now, when it comes to guiding student research projects—say a student wants to work on a battery material you’re not deeply familiar with—what would your approach be to effectively mentor them through the project?

Yeah, so. As you mentioned if. I'm not aware of or I'm not. A expert on battery materials, but I want to. Guide them. Regarding their projects so. To do do that. 1st I'll be reading more research papers. And more like. Books or something regarding battery materials and other stuffs.

Yeah, so. As you mentioned if. I'm not aware of or I'm not. A expert on battery materials, but I want to. Guide them. Regarding their projects so. To do do that. 1st I'll be reading more research papers. And more like. Books or something regarding battery materials and other stuffs. Before guiding them. India research projects. So I'll I'll make sure to. Understand the. This battery materials and other related theory. And some kind of. Their practical applications. Myself first. Then I can. Help them like help the students to start their research project. Into start with. Other way around, I can take help also from my colleagues. If I'll be joining the institutes, so whoever experts in battery materials. So I can take their help. And their knowledge. So that. Uh, I can guide the students whoever assigned to me like. Yeah, what if as you mentioned, if that is not in my experts? Expertise. Yeah, in this way.

Yeah, so. As you mentioned if. I'm not aware of or I'm not. A expert on battery materials, but I want to. Guide them. Regarding their projects so. To do do that. 1st I'll be reading more research papers. And more like. Books or something regarding battery materials and other stuffs. Before guiding them. India research projects. So I'll I'll make sure to. Understand the. This battery materials and other related theory. And some kind of. Their practical applications. Myself first. Then I can. Help them like help the students to start their research project. Into start with. Other way around, I can take help also from my colleagues. If I'll be joining the institutes, so whoever experts in battery materials. So I can take their help. And their knowledge. So that. Uh, I can guide the students whoever assigned to me like. Yeah, what if as you mentioned, if that is not in my experts? Expertise. Yeah, in this way. I can at least. Try to. Legpost the students. To start at least. Project and in in on the way we will figure out like something. How to proceed with? With the. Yeah, project.

So you’d start by reviewing the literature and building up your own understanding before advising the student. Once you’ve got the basics down, how do you make sure the student is actually progressing and not just getting stuck or spinning their wheels?

So you’d start by building your own knowledge and then consult with colleagues as needed to support the student. Once you’re actively guiding a project like that, how do you make sure the student is actually making steady progress and not getting stuck for weeks without telling you?

Okay, so you’d build up your own understanding and collaborate with colleagues to support the student’s project, even outside your main area. Shifting focus a bit, Dr., what do you do to make sure your lectures are clear and engaging, especially when teaching complex theoretical chemistry concepts to students who might not have a strong background?

So if in terms of. Complex theoretical. Chemistry is. I can recall during master's time. So when we. Studied quantum chemistry. So. So that time. What I learned from my. Master says that. Using a blackboard. Or writing the equations. Like in the blackboard or white board? Anywhere. Writing the equations by myself. Like from that by the teacher it. Uh, himself or? Herself so it can help. Students to. Like, uh, get engaged in the. Complex. Theoretical Chemist. Like theoretical? Uh, stuffs and like quantum chemistry.

So if in terms of. Complex theoretical. Chemistry is. I can recall during master's time. So when we. Studied quantum chemistry. So. So that time. What I learned from my. Master says that. Using a blackboard. Or writing the equations. Like in the blackboard or white board? Anywhere. Writing the equations by myself. Like from that by the teacher it. Uh, himself or? Herself so it can help. Students to. Like, uh, get engaged in the. Complex. Theoretical Chemist. Like theoretical? Uh, stuffs and like quantum chemistry. And uh yeah, so I'll be using. Writing the equations. And how those equations will be derived? So derivations everything. So I'll be. Teaching and slow. In parallel, I will be writing in the black white board. So in that way. They'll get engaged. Through my teaching. And I'll try to avoid, uh, maybe. The time when the PPT presentation or something which might be. Little bit boring for students in IF. They're sitting for this. Complex theoretical lectures. Yes, please proceed Yeah, so. In to be specific. In one of our. So what do design?

Alright, so you found that writing out equations step-by-step on a board helped you and your classmates engage with tough theoretical topics. Thinking about your research background, can you share one publication you’re especially proud of and what impact you think it’s had in your field?

Yeah, so. In to be specific. In one of our. So what do design? We have designed. Our organic chiral molecules.

Yeah, so. In to be specific. In one of our. So what do design? We have designed. Our organic chiral molecules. So. We we had try, we tried to. Make a like. Try to make. A single. Carol Moirkle, Chromophores. We we took it and we tried to make a trimmer out of that. So what? What we expected that?

So you started to mention a specific experimental design—can you walk me through how you set up the actual measurements to test your theoretical predictions about circularly polarized luminescence, and what adjustments you made when your initial results didn’t match what theory suggested?

Alright, so you designed organic chiral molecules for your experiments. Could you explain how you set up the measurements to tell whether the luminescence you observed really matched what the theory predicted, or if there were discrepancies?

Yeah, so. In to be specific. In one of our. So what do design? We have designed. Our organic chiral molecules. So. We we had try, we tried to. Make a like. Try to make. A single. Carol Moirkle, Chromophores. We we took it and we tried to make a trimmer out of that. So what? What we expected that? The charity should be enhanced. Compared to the monomer, the. Penalty should be enhanced. So that was the idea to start with, but. When we did actually the. Circular polarized luminescence. Measurements. Just what? Enhancement was. Not that much great like it was not. Exactly 3 times. Three times enhancement. Compared to the one number but. What we? That it got enhanced the CPU. Like, uh. Jelumbellu. But uh. It it it didn't follow the. What we expected. Yeah, so. This is 1. One example what I can recall. So by what? You asked about that. What we? Theoretically predicted and what we observed.

Yeah, so. In to be specific. In one of our. So what do design? We have designed. Our organic chiral molecules. So. We we had try, we tried to. Make a like. Try to make. A single. Carol Moirkle, Chromophores. We we took it and we tried to make a trimmer out of that. So what? What we expected that? The charity should be enhanced. Compared to the monomer, the. Penalty should be enhanced. So that was the idea to start with, but. When we did actually the. Circular polarized luminescence. Measurements. Just what? Enhancement was. Not that much great like it was not. Exactly 3 times. Three times enhancement. Compared to the one number but. What we? That it got enhanced the CPU. Like, uh. Jelumbellu. But uh. It it it didn't follow the. What we expected. Yeah, so. This is 1. One example what I can recall. So by what? You asked about that. What we? Theoretically predicted and what we observed. And. One of the other project also. Similarly. For any Cpl. like circular polarized luminescence.

Yeah, so. In to be specific. In one of our. So what do design? We have designed. Our organic chiral molecules. So. We we had try, we tried to. Make a like. Try to make. A single. Carol Moirkle, Chromophores. We we took it and we tried to make a trimmer out of that. So what? What we expected that? The charity should be enhanced. Compared to the monomer, the. Penalty should be enhanced. So that was the idea to start with, but. When we did actually the. Circular polarized luminescence. Measurements. Just what? Enhancement was. Not that much great like it was not. Exactly 3 times. Three times enhancement. Compared to the one number but. What we? That it got enhanced the CPU. Like, uh. Jelumbellu. But uh. It it it didn't follow the. What we expected. Yeah, so. This is 1. One example what I can recall. So by what? You asked about that. What we? Theoretically predicted and what we observed. And. One of the other project also. Similarly. For any Cpl. like circular polarized luminescence. Uh, uh, molecular design. So we try to. Design molecules based on. How to improve the? This luminescent isymmetric factor.

You started to say you designed chiral molecules and built a trimer to test your theoretical expectations—sounds like you had a specific hypothesis in mind. You were about to share what you expected to see; can you finish that thought and walk me through what the actual experimental results showed compared to your predictions?

Yeah, so. In to be specific. In one of our. So what do design? We have designed. Our organic chiral molecules. So. We we had try, we tried to. Make a like. Try to make. A single. Carol Moirkle, Chromophores. We we took it and we tried to make a trimmer out of that. So what? What we expected that? The charity should be enhanced. Compared to the monomer, the. Penalty should be enhanced. So that was the idea to start with, but. When we did actually the. Circular polarized luminescence. Measurements. Just what? Enhancement was. Not that much great like it was not. Exactly 3 times. Three times enhancement. Compared to the one number but. What we? That it got enhanced the CPU. Like, uh. Jelumbellu. But uh. It it it didn't follow the. What we expected. Yeah, so. This is 1. One example what I can recall. So by what? You asked about that. What we? Theoretically predicted and what we observed. And. One of the other project also. Similarly. For any Cpl. like circular polarized luminescence. Uh, uh, molecular design. So we try to. Design molecules based on. How to improve the? This luminescent isymmetric factor. So keeping in mind that. Uh, the. Yeah, so. We try to defend. Molecules. To get more Cpl. The Lumbello, but. But in practical reality. We we get. Uh, sometimes we get. Very good. Like theoretically expected results. But sometimes. The dilum value or. Circularly polarized luminescence intensity 8. It doesn't give that much. Better results.

Okay, so you started by designing chiral molecules and expected to see a threefold enhancement in circularly polarized luminescence, but the actual increase didn’t match the prediction. How did you analyze why the enhancement wasn’t as strong as theory suggested—did you look into aggregation, intermolecular effects, or other factors to explain the difference?

Alright, so you worked through the difference between your predicted threefold enhancement and the actual luminescence results, and you clearly understand both the theory and the experimental side. Dr., have you had any experience working on industry projects or providing consultancy, and if so, how did you balance those commitments with your teaching and research duties?

Alright, you really delved into how your theoretical predictions didn’t quite match up with the experimental results, and how you analyzed that gap—definitely the kind of depth we’re looking for. One last area, Dr.—can you share an example of any industry project or consultancy work you’ve been involved with, or if you haven’t yet, how you’d approach building those kinds of partnerships as an Assistant Professor?

You really highlighted how experimental outcomes can diverge from theory, especially with chiral molecule trimers and luminescence measurements. Switching gears now—have you had any experience working on industry projects or consultancy work related to chemistry? If so, what was your role and how did it differ from your academic research?

Know exactly?

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

Know exactly? I didn't have. Any kind of. Industry like. Explains of working. But I have visited few industry. Uh, like. Some Pharmaceutical industry and some semiconductor industries. To look at. How actually they work? How? Uh, big scale. They work. Which is different than our. Daily love scale. What we are doing?

Know exactly? I didn't have. Any kind of. Industry like. Explains of working. But I have visited few industry. Uh, like. Some Pharmaceutical industry and some semiconductor industries. To look at. How actually they work? How? Uh, big scale. They work. Which is different than our. Daily love scale. What we are doing? So it's quite. A enriching experience. It was an entertaining experience for me. And and. Industry. They work in a more. Advances like more bigger scale. Then what we are doing? Usually do in our lab skill. In terms of reactions and also in terms of. Some kind of? Devices for. Semiconductor Industry. But in particular. I did not have any. The experience of getting some position or. Directly. In industry. Yeah, yeah. Yes Yes, so. Going through the like advertisement.

Alright, so you haven’t worked directly in industry but you’ve visited pharmaceutical and semiconductor companies to get a sense of large-scale operations. Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

You were saying you had a question after reviewing the advertisement—go ahead and ask, I'm happy to clarify anything about the Assistant Professor role or the team.

Yes, so. Going through the like advertisement. So, so so I want. Now few things like. Uh, so if, if I get an opportunity. So So what would be my role? Like in the chemistry department or? So I want to get some. Idea about. The assistant professor. Position what it was written in. E-mail so. So I want to get. If I can get some more information about. It will be really. Good.