Yeah.

Please start by introducing your professional journey in academia

Zada. Started my Now currently I'm working in a. As an assistant professor and assistant.

Now currently I'm working in a. As an assistant professor and assistant. For club activities in Sr. University, warrant.

You're currently serving as an Assistant Professor—can you share a bit more about your main teaching or research focus in that role?

You mentioned your current teaching and involvement in club activities. What aspect of teaching do you find most rewarding—lecturing, mentoring, or guiding students on projects?

Yeah, this three are the major roles in the teaching because only. Guiding and. What's up? All you know. Hey Cortana, we have to follow it So this three kind of stints is required for the. What's the weather in? Professor, please are looking.

So this three kind of stints is required for the. What's the weather in? Professor, please are looking. And ditching it. Prostitution Yeah. Could you please? Repeat the question.

You’re emphasizing that all three roles—lecturing, mentoring, and project guidance—are essential for a professor. Can you give me a specific example from your recent teaching where you found your involvement in one of these areas had a clear impact on a student?

Of course. I asked: What aspect of teaching do you find most rewarding—lecturing, mentoring, or guiding students on projects?

According to give in all the. So like, uh, lecturing, guiding. Uh, because. To learn uh. We give the lecture to the school. You have to make a concept, so I. Should be very good. If we know the concerts. But even when we can, uh. With the new. An interesting uh. The students. And also we can. Make this. In the. Research and as well as we can. Once we can work with. Ideas can we? Projects. All these are uh. Usher in. Teaching profession and also in the. Research.

Okay, so you see lecturing, guiding, and mentoring as interconnected—strong concepts help you teach, which then feeds into research and projects with students. Can you give one concrete example of a time you took a classroom concept and turned it into a student project?

Yeah, so. So we have to take. Uh, real time. Society problem. So after taking that society. Problem. So what the public? Is required and what? Kind of technology we can integrate to solve the. Problem. So that if we give the uh. Problem statements to the students. Then the students married. And kicked out. And then they will give. And we will come. Different ideas. With those ideas we can find out which one you will be useful. To develop that. Uh, problem. To to reduce the problem. And the overcome that issues what kind of technologies whatsoever? We have to integrate uh. And then, uh. How it will be useful? For the next generations with the comparison of. Existing that. Technologies. So all this kind of, uh. Before we are going to. I don't remember new projects.

Dr., I see your PhD thesis was on “Design and Development of Spoof Surface Plasmon Polariton Devices for Biosensing Applications.” When you’ve taught advanced undergraduates or master’s students, how do you simplify this highly specialized research so they can grasp the core ideas?

Yeah, thank you for. Very interesting.

Alright, so you appreciate the question—let me make sure I'm clear. When you introduce your plasmonics research to students, what's your strategy for making something like spoof surface plasmon polariton devices accessible to those without a strong physics background?

Yeah, thank you for. Very interesting. For the undergraduate students, I will explain. Of the smoke surface plasma polarities. Look at the latest trending of. Application set. So where we are going to use and? What is the use of this surface cosmopolitan?

Yeah, thank you for. Very interesting. For the undergraduate students, I will explain. Of the smoke surface plasma polarities. Look at the latest trending of. Application set. So where we are going to use and? What is the use of this surface cosmopolitan? While comparing the other. If he explained the same concept with this. Luxury adult students are a. BSD. So I will take in depth. So what kind of? Accuracy and broadband up. Dimensions. It's not interesting things and interesting areas which can. Able to solve by using. So surface plasma. So also I can. Suggest that what is the research chair?

Alright, so you focus on practical relevance—showing students the latest applications and where spoof surface plasmon polaritons actually get used. When you’re explaining the physics behind these devices, do you rely more on mathematical derivations, visual models, or real-world analogies to get the core ideas across?

Yeah, thank you for. Very interesting. For the undergraduate students, I will explain. Of the smoke surface plasma polarities. Look at the latest trending of. Application set. So where we are going to use and? What is the use of this surface cosmopolitan? While comparing the other. If he explained the same concept with this. Luxury adult students are a. BSD. So I will take in depth. So what kind of? Accuracy and broadband up. Dimensions. It's not interesting things and interesting areas which can. Able to solve by using. So surface plasma. So also I can. Suggest that what is the research chair? Both and what is the researchers spoken in the? Right, So what are the specific? Targets. They want to. Working with this uh. Technology. Scoop success in Agni Collatins. How do we? Dividend results.

Alright, so you tailor your depth based on the audience and highlight real-world applications for undergrads. That covers the research-to-teaching connection I was looking for. Let's shift gears. Dr., you also have publications in image processing—can you describe how you’ve incorporated concepts from your research papers into designing lab exercises or assignments for your students?

Yeah, thank you for. Very interesting. For the undergraduate students, I will explain. Of the smoke surface plasma polarities. Look at the latest trending of. Application set. So where we are going to use and? What is the use of this surface cosmopolitan? While comparing the other. If he explained the same concept with this. Luxury adult students are a. BSD. So I will take in depth. So what kind of? Accuracy and broadband up. Dimensions. It's not interesting things and interesting areas which can. Able to solve by using. So surface plasma. So also I can. Suggest that what is the research chair? Both and what is the researchers spoken in the? Right, So what are the specific? Targets. They want to. Working with this uh. Technology. Scoop success in Agni Collatins. How do we? Dividend results. But. Huntingdon licensing applications. With the. So these are the things. We can so you get a. Lucy and Fiji are interested. Yeah, let's go.

Alright, so you focus on making the research relatable for undergrads by connecting surface plasmon polariton devices to their real-world applications, and you adjust the technical depth depending on the student level. If you had to teach the lab component of this topic, how would you structure hands-on experiments for students who have never seen these devices before?

Given your background in embedded systems and communication, where do you see the most fundable research directions emerging over the next few years? Which specific grants or funding sources would you target to support that work?

Yeah, embedded systems and the communication. Stomach. So mostly if you observe any. Electronic Spartan.

You started to mention electronics as a focus area for embedded systems funding. Can you walk me through one specific research idea you've pursued or would like to pursue in this space, and how you’d position it to secure external funding—like which agencies or industry partners you’d approach and why?

Yeah, embedded systems and the communication. Stomach. So mostly if you observe any. Electronic Spartan. So. Aeronautical. Kafkaesuche Movie. Everywhere this embedded systems are playing the major. So there are some. Limitations in that integration of. Newlywed. Corrupted. Reduce software. Like something? Coding languages.

Yeah, embedded systems and the communication. Stomach. So mostly if you observe any. Electronic Spartan. So. Aeronautical. Kafkaesuche Movie. Everywhere this embedded systems are playing the major. So there are some. Limitations in that integration of. Newlywed. Corrupted. Reduce software. Like something? Coding languages. So sometimes it will be difficult to integrate these advance. Programming language. Simple language. Updated.

Okay, so you’re noticing that embedded systems are everywhere, but the integration of new software and languages is a key limitation. Can you walk me through one specific research idea you've pursued or would like to pursue in this space, and how you'd pitch it to a funding agency for external support?

You mentioned earlier that you guide students through real-world problem statements. Suppose you have a class of over a hundred students and you can’t use slides or traditional lectures—how would you keep everyone actively engaged and ensure the concepts really stick?

Yeah, embedded systems and the communication. Stomach. So mostly if you observe any. Electronic Spartan. So. Aeronautical. Kafkaesuche Movie. Everywhere this embedded systems are playing the major. So there are some. Limitations in that integration of. Newlywed. Corrupted. Reduce software. Like something? Coding languages. So sometimes it will be difficult to integrate these advance. Programming language. Simple language. Updated. So that, uh, if we. Overcome this kind of. Shows, uh, we. Text embedded, Embedded & Communication systems in various. Priority applications and. Defense that I voted to others. And interesting. Many other things are. And many other. Hey, yes Sir, we can. Yeah, please, Don.

You talked about the widespread need for embedded systems and the challenge of integrating newer programming languages with legacy tech. Stepping back to your teaching—imagine you’re running a large class and you notice a cluster of students is consistently disengaged, maybe not participating or turning assignments in late. What do you do, specifically, to re-engage them?

Yeah, so this is a major problem. Nobody's with us. The students. Those are. The current. Our generation, the. Which are habituated in. After this. There are components and even. They could not able to. Classes which is not in the. One of the like, uh. Like animations. Not any updated workshops.

Yeah, so this is a major problem. Nobody's with us. The students. Those are. The current. Our generation, the. Which are habituated in. After this. There are components and even. They could not able to. Classes which is not in the. One of the like, uh. Like animations. Not any updated workshops. The class should be. Presented generation students. They're expecting the. Should be very. Clear with advance by using advanced tools. And we? Hence and also.

Yeah, so this is a major problem. Nobody's with us. The students. Those are. The current. Our generation, the. Which are habituated in. After this. There are components and even. They could not able to. Classes which is not in the. One of the like, uh. Like animations. Not any updated workshops. The class should be. Presented generation students. They're expecting the. Should be very. Clear with advance by using advanced tools. And we? Hence and also. And the handsome impressions while they are using the enemy. So it should be very. Easy if they are not in. Unfortunately, take that soon. The technology so. Make them to learn new things. By integrating. The concepts into that.

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

Yeah, so this is a major problem. Nobody's with us. The students. Those are. The current. Our generation, the. Which are habituated in. After this. There are components and even. They could not able to. Classes which is not in the. One of the like, uh. Like animations. Not any updated workshops. The class should be. Presented generation students. They're expecting the. Should be very. Clear with advance by using advanced tools. And we? Hence and also. And the handsome impressions while they are using the enemy. So it should be very. Easy if they are not in. Unfortunately, take that soon. The technology so. Make them to learn new things. By integrating. The concepts into that. Smartphones. And computer virus. With a different. What about your package? So that they can show the interest. And. Motivate. Them self to learn the movies. With the original's.

You’re noticing students today expect more dynamic, tech-driven classes—maybe with animations or hands-on workshops—otherwise they tune out. When you design your courses, how do you document and assess whether your teaching methods are actually improving student outcomes, especially with accreditation in mind?

Okay, so you’re seeing that students today expect courses to be highly interactive, using advanced tools and hands-on components, or they’ll disengage. When you design your courses, how do you document and assess whether your teaching methods and curriculum are meeting accreditation standards—especially if those standards change over time?

Alright, so you’re saying students need hands-on, tech-driven engagement, and you try to bring in tools they already use—like smartphones—to keep them interested. Now, stepping outside the classroom a bit, accreditation cycles can be demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Yeah, yeah, if the assessment data. Whatever we have assigned to the students. Uh, so we muster. You know, incorporate and integrate. Uh, start up on Twitter. So that I did this talk but. Many years. And whenever and whenever will be the. Wider. You can recall that. What we did in the top. The lab are in the hands sensations.

Yeah, yeah, if the assessment data. Whatever we have assigned to the students. Uh, so we muster. You know, incorporate and integrate. Uh, start up on Twitter. So that I did this talk but. Many years. And whenever and whenever will be the. Wider. You can recall that. What we did in the top. The lab are in the hands sensations. So. So Internet is a. No, if we are using the. The PowerPoint Internet, so the student. Will work with the very uh. Speak. What about that, uh. Doing the uh. Any analytics related? Data Application.

Yeah, yeah, if the assessment data. Whatever we have assigned to the students. Uh, so we muster. You know, incorporate and integrate. Uh, start up on Twitter. So that I did this talk but. Many years. And whenever and whenever will be the. Wider. You can recall that. What we did in the top. The lab are in the hands sensations. So. So Internet is a. No, if we are using the. The PowerPoint Internet, so the student. Will work with the very uh. Speak. What about that, uh. Doing the uh. Any analytics related? Data Application. Kind of way which is related to the properties. So they can easily. Blue and we can map that Datadog. Further upgradation. Process.

Dr., picture this: a student files a formal complaint, saying your grading is biased. At the same time, your department head is pushing you to improve pass rates. How do you navigate that tension while maintaining your professional integrity?

Okay, you mentioned integrating analytics and hands-on work to track assessment consistency. Let's shift to something a bit trickier, Professor. Imagine a colleague asks you to co-author a research paper, but you notice some of their data looks questionable—maybe not outright falsified, but not rock solid either. How do you handle that situation?

So you described using analytics and hands-on labs to improve consistency—now let me ask you about ethical tensions. Professor, imagine a colleague asks you to co-author a paper, but you notice some of their data looks questionable. How do you handle that situation?

Yeah, if. We find that. Data is. Not.

You started to say, "If we find that data is not..." — go ahead and finish your thought. What exactly would you do if you noticed your colleague’s research data was questionable?

Yeah, if. We find that. Data is. Not. The General. But if it is a. Listen. Not clear. We can uh. Students are we can. Give one more option that. Freedom Flow the data. And we can segregate this. Information for a different stages for the first time. Point of information and second time. The same portion maybe? Uh, repeated and but. And the answer may be in the different way. So we will take all these stages. So wherever we are getting. Then we're going to proceed to.

Okay, thanks for clarifying that. Now, given your background in embedded systems and communication, do you have any industry partnerships or connections that could help create internship or placement opportunities for students at VIT?

Yeah, uh. For a few of my. Colleagues are working in a. Industries. So one of my best. Friend is working in global countries. Bangalore is supposed to help me when they are. Hiring for internship for a. Under graduation. Immediate pass notes of. New Gen. English students. So. And also. You know, a few of my other friends also worked. Vectors and. Mosh. And they are very. So if there are any vacancies here. If my students. Are, uh, interested to? Join uh, the company. I will definitely. Suggest them to apply there. Based on their focus. What's the weather? But, uh, that, uh. I think the other intentions.

So you mentioned contacts at Global Edge in Bangalore, Vectors, and Mosh who can help with internships and placements—can you give a specific example of a past student who actually got placed or interned through one of these connections?

Yeah, the students, those who are having. The truth Knowledge of embedded systems like. They're getting interested in. VLSI back on the. Like parents and schools.

Yeah, the students, those who are having. The truth Knowledge of embedded systems like. They're getting interested in. VLSI back on the. Like parents and schools. Those who are having a knowledge and. The HDLS and key. Softwares and microassemble language. Microsoft language programming skills. Definitely they will look into it. Because these companies. I'm really focusing on ya. This type of software.

So you mentioned students with strong embedded systems skills getting interested in VLSI roles, but I need something more concrete. Can you describe a specific project where you guided a student through an embedded systems challenge—what was the technical problem, and how did you help them solve it?

Yeah, the students, those who are having. The truth Knowledge of embedded systems like. They're getting interested in. VLSI back on the. Like parents and schools. Those who are having a knowledge and. The HDLS and key. Softwares and microassemble language. Microsoft language programming skills. Definitely they will look into it. Because these companies. I'm really focusing on ya. This type of software. Strong goodbye requirements and also. The materials, whatever the. They are using in. It's a fabrications. And, uh, quick to send mosquitoes? Nothing. So how? Get the Vista opportunity.

You talked a lot about guiding students and integrating research into your teaching. Now, when it comes to image processing—say you have to teach a lab where students must implement edge detection from scratch, without using off-the-shelf libraries. How would you structure that lab to make sure even weaker students grasp the underlying math and practical coding?

Okay, so you’re saying students with HDL and embedded programming skills are attractive to companies working in VLSI and fabrication, and you help connect them if there’s a fit. For your own teaching, when you’re structuring a theory-heavy course with a lab component, how do you ensure students actually bridge the gap between what’s on the blackboard and what they do hands-on?

Yeah, the students, those who are having. The truth Knowledge of embedded systems like. They're getting interested in. VLSI back on the. Like parents and schools. Those who are having a knowledge and. The HDLS and key. Softwares and microassemble language. Microsoft language programming skills. Definitely they will look into it. Because these companies. I'm really focusing on ya. This type of software. Strong goodbye requirements and also. The materials, whatever the. They are using in. It's a fabrications. And, uh, quick to send mosquitoes? Nothing. So how? Get the Vista opportunity. Basic material. Concept with the afterwards. Yes, this is.

Alright, so you’re saying students with skills in HDL and embedded programming get noticed by those companies, and you help them leverage those connections when there’s a match. For your own teaching, Dr., when you run a theory and lab course together—like a course on microcontroller programming—how do you make sure students actually connect the theory lectures with what they’re doing in the lab?

Yeah, yeah, very interesting question. Uh, so. Now when we are teaching in that class, so we'll take the. Real time examples of. Instrumentation So. So this instrumentations like any robots. Are there any washing machines? Devices. So these devices would. Based on the instructions, whatever we. Required for our specific insurance.

Yeah, yeah, very interesting question. Uh, so. Now when we are teaching in that class, so we'll take the. Real time examples of. Instrumentation So. So this instrumentations like any robots. Are there any washing machines? Devices. So these devices would. Based on the instructions, whatever we. Required for our specific insurance. Device possess. When? So that data emission is having specific. Uh, functions. Some functional properties. To perform those functions, you must know what kind of instructions. We have to write Jeff. To work on the test. Watching the chairman.

Yeah, yeah, very interesting question. Uh, so. Now when we are teaching in that class, so we'll take the. Real time examples of. Instrumentation So. So this instrumentations like any robots. Are there any washing machines? Devices. So these devices would. Based on the instructions, whatever we. Required for our specific insurance. Device possess. When? So that data emission is having specific. Uh, functions. Some functional properties. To perform those functions, you must know what kind of instructions. We have to write Jeff. To work on the test. Watching the chairman. Any other? Like the the work with the. Gina it's dog is all these are having different. Applications and different function. Properties. So for that Nietzsche is like. Medicine cells are useful cells.

Alright, so you use real-world devices like robots and washing machines as examples to help students connect theory to practical lab work. Now, shifting to research publications—can you walk me through the process you follow to select a journal for submitting your research, especially when aiming for reputed, high-impact outlets?

Yeah, yeah, very interesting question. Uh, so. Now when we are teaching in that class, so we'll take the. Real time examples of. Instrumentation So. So this instrumentations like any robots. Are there any washing machines? Devices. So these devices would. Based on the instructions, whatever we. Required for our specific insurance. Device possess. When? So that data emission is having specific. Uh, functions. Some functional properties. To perform those functions, you must know what kind of instructions. We have to write Jeff. To work on the test. Watching the chairman. Any other? Like the the work with the. Gina it's dog is all these are having different. Applications and different function. Properties. So for that Nietzsche is like. Medicine cells are useful cells. What? The chicken soup, right? Or whether getting changed? So what kind of decision? That's good. Why that, uh, mission? And also. We have to find what exactly the. Friendship is we can map. The changing the.

Alright, you mentioned using devices like robots and washing machines to illustrate concepts, but can you walk me through a specific lab activity you designed—step by step—from the theory you taught to the actual experiment the students performed?

Alright, shifting to image processing—suppose you're teaching a lab where students have to implement edge detection from scratch, without using any built-in library functions. How would you guide them to understand the underlying theory and then actually write the code?

Alright, so you use devices like robots and washing machines to connect theory with lab work, and focus on functional properties and real instructions. Shifting now—can you walk me through a research paper you published in a reputed journal, from your initial idea to the peer-review process and final publication?

Yeah, yeah, very interesting question. Uh, so. Now when we are teaching in that class, so we'll take the. Real time examples of. Instrumentation So. So this instrumentations like any robots. Are there any washing machines? Devices. So these devices would. Based on the instructions, whatever we. Required for our specific insurance. Device possess. When? So that data emission is having specific. Uh, functions. Some functional properties. To perform those functions, you must know what kind of instructions. We have to write Jeff. To work on the test. Watching the chairman. Any other? Like the the work with the. Gina it's dog is all these are having different. Applications and different function. Properties. So for that Nietzsche is like. Medicine cells are useful cells. What? The chicken soup, right? Or whether getting changed? So what kind of decision? That's good. Why that, uh, mission? And also. We have to find what exactly the. Friendship is we can map. The changing the. Condition. No, please.

Alright, so you tie theory to lab work by using real devices and mapping out their functions and programming needs with students. Shifting now—can you describe one of your research publications in a reputed journal, focusing on what made it innovative or impactful?

Yeah, in my. Research So what what I did so. No, they're all, uh, something, Uh. Limitations. Some devices. And low cost. For that I have. Stop at the side.

Alright, so you focused on lowering cost and overcoming device limitations in your research work, but let’s switch gears a bit. In your classes, how do you make sure your delivery is clear and structured—especially when you’re teaching a concept students find difficult? What do you do differently to help them actually understand?

Yeah, in my. Research So what what I did so. No, they're all, uh, something, Uh. Limitations. Some devices. And low cost. For that I have. Stop at the side. Sport surface was gone. Polar returns. Barbara Sensing application. The examples of persistent organic poll. So this persistent urban pollutants. What the news occurred? Yeah, the group. Yeah, you know, chemicals, which are. Every year. With these are going to. Written that side. So to, uh, after taking this, uh, soil, uh, seal. Uh, plant. So we are getting like a. Can such kind of uh. Uh. Control profits for that what we are doing to identify. Of, uh, this, uh, chemicals. So I have. Is anyone small? Go past uh. Robust. Handsome. Anyways, so we spend sense all that. All this soil is contaminated. Follow this will be the future. Trying the. Testing. Light is a very useful for. Uh, enrollment, uh. Yes, please go soon.

Alright, so in your publication you addressed limitations in low-cost sensing for environmental pollutants using spoof surface plasmon polariton devices. Let's talk about student evaluation—when you're grading, how do you make sure your assessment is fair and transparent, especially if there's any ambiguity in a student's answer?

Yeah, I will. So what kind of? Don't, uh, they have followed and. Uh, what kind of, uh, chemicals, uh. They are having a joint group. By using this uh. 650 device. And how many repeated times they have. But farming is uh. That's not any simulation. Analysis. So while they are testing you, there are different environmentals and. Uh, chemical chemicals. What kind of, uh. The behavior which is absorbing by the. Sell sauce, whatever the. And reusability, so. If we are using. Multiple times. Will it be work? Real time. Kafkaeal time occupations. And uh.

Yeah, I will. So what kind of? Don't, uh, they have followed and. Uh, what kind of, uh, chemicals, uh. They are having a joint group. By using this uh. 650 device. And how many repeated times they have. But farming is uh. That's not any simulation. Analysis. So while they are testing you, there are different environmentals and. Uh, chemical chemicals. What kind of, uh. The behavior which is absorbing by the. Sell sauce, whatever the. And reusability, so. If we are using. Multiple times. Will it be work? Real time. Kafkaeal time occupations. And uh. So. But also. We look into it regarding the. How accurately we are getting the results? The existing. And also. The testing of each. Uh, component, uh, with the. Multiple times soon if you listen. Change in that. It is just. Frequencies Puppeteer change in via. Umm, small uh, mega hatches? And what is the reason for this one and how we can? Work on this uh. Uh, challenge. Often described by different challenges. And also. What kind of fabrication limitations? For the device and also for complication of this. Samples. If it is artificial. The design samples.

Yeah, I will. So what kind of? Don't, uh, they have followed and. Uh, what kind of, uh, chemicals, uh. They are having a joint group. By using this uh. 650 device. And how many repeated times they have. But farming is uh. That's not any simulation. Analysis. So while they are testing you, there are different environmentals and. Uh, chemical chemicals. What kind of, uh. The behavior which is absorbing by the. Sell sauce, whatever the. And reusability, so. If we are using. Multiple times. Will it be work? Real time. Kafkaeal time occupations. And uh. So. But also. We look into it regarding the. How accurately we are getting the results? The existing. And also. The testing of each. Uh, component, uh, with the. Multiple times soon if you listen. Change in that. It is just. Frequencies Puppeteer change in via. Umm, small uh, mega hatches? And what is the reason for this one and how we can? Work on this uh. Uh, challenge. Often described by different challenges. And also. What kind of fabrication limitations? For the device and also for complication of this. Samples. If it is artificial. The design samples. Then it is easy to. EC2. Every every fabricator. But suppose if we are taking the real time samples. Then it will be. Decision to take the heart, collect the same. Set up sample data. So we have the concern always. Enough things I will have. Airplane check Federal.

Yeah, I will. So what kind of? Don't, uh, they have followed and. Uh, what kind of, uh, chemicals, uh. They are having a joint group. By using this uh. 650 device. And how many repeated times they have. But farming is uh. That's not any simulation. Analysis. So while they are testing you, there are different environmentals and. Uh, chemical chemicals. What kind of, uh. The behavior which is absorbing by the. Sell sauce, whatever the. And reusability, so. If we are using. Multiple times. Will it be work? Real time. Kafkaeal time occupations. And uh. So. But also. We look into it regarding the. How accurately we are getting the results? The existing. And also. The testing of each. Uh, component, uh, with the. Multiple times soon if you listen. Change in that. It is just. Frequencies Puppeteer change in via. Umm, small uh, mega hatches? And what is the reason for this one and how we can? Work on this uh. Uh, challenge. Often described by different challenges. And also. What kind of fabrication limitations? For the device and also for complication of this. Samples. If it is artificial. The design samples. Then it is easy to. EC2. Every every fabricator. But suppose if we are taking the real time samples. Then it will be. Decision to take the heart, collect the same. Set up sample data. So we have the concern always. Enough things I will have. Airplane check Federal. Thank you. It's broken.

Okay, so you’re looking at the experimental setup, repeated trials, and whether the method works in real environments when you grade—it sounds like you focus on process and reproducibility. When you’re guiding a student through their final year research project, how do you help them narrow down a research question that’s actually feasible to complete within a semester?

Alright, so you check the process the student followed, look at repeated results, and compare accuracy and fabrication challenges to make sure your grading is fair. One last question, Dr.—when it comes to guiding student research projects, what’s your approach to helping a student who’s struggling to define a clear, original research question?

Alright, before we finish up, I need to ask about image processing. Say you’re designing a system to automatically detect defects in manufactured parts using images from a camera. What specific techniques or algorithms would you use to make the detection accurate and reliable?

Please go ahead.

Dr., before we finish up, I need to ask about image processing. Say you’re designing a system to automatically detect defects in manufactured parts using images from a camera. What specific techniques or algorithms would you use to accurately spot those defects?