Can you hear me?

Please start by introducing your professional journey in academia

OK. I am Anjan Kumar Sarkar. I am a presently A postdoctoral fellow at Nizar Bhubaneswar. Prior to that, I was a postdoctoral fellow at. NCR TIP based in Pune, India. Even before that I was a postdoctoral fellow at Raman Research Institute, India and before that I completed my PhD in 2019, in the August of 2019 to be exact, from IIT Kharagpur under the supervision of Professor Somnath Bhardwaj. So this is. Is, in short, my academic journeys.

So with all that experience, when you're teaching undergrads for the first time, what's one fundamental concept in physics that you find especially rewarding to explain — and why?

Yeah. So when I'm teaching the Undernet student, I find fewer subjects which would be rewarding to explain, for example, thermodynamics and quantum mechanics, because these are the two subjects which lies at the cornerstone of modern physics, let's say modern. Uh, science because thermodynamics has the advanced version in the statistical mechanics and as well as in the quantum mechanics, which is often dubbed as one of the most, uh. One of the most well sought discoveries in the modern physics. So these are the two subjects I would like to teach in addition to all the basic subject like classical mechanics or say. Electrodynamics, which has ample application in the field I work in, which is astrophysics and cosmology.

You’ve worked extensively on 21-cm cosmology and large-scale structure, with several first-author papers like your analytical method to simulate HI 21-cm visibility for intensity mapping. When you draw on that research in your teaching, how do you adapt those complex, data-driven methods so that undergraduates with less mathematical background can actually engage with the material?

Yeah. So the basic concept that people want to understand in learning those techniques is the electrodynamics, which already mentioned, which I would like to teach to all the undergrads. And I believe all the undergraduate students even in the basic years of physics will be exposed to the primary ideas of Ed like for example photons and radiation which lies which lies as the which which can often be considered as one of the primaries concept that people want to learn. Now with that background, I will want to teach them what the 21 centimeter cosmology is. And also the data-driven methods which I have used is lies on statistics which I believe all the people starting the undergrad journey. Already had a flavor of it from the 12 standard, so with the. The introduction of the electrodynamics. The very concept of photon through the subject of electron. Dynamics as well as the data methods which are used in my statistical methods can really give them a sound exposure of what I am doing and what I am planning to do. And there will be better able to appreciate what I have done as a part of my research in the field of 21 centimeter cosmology as well as in the large scale structure.

Alright, so you’d start with grounding them in electrodynamics and statistics, then bridge up to the cosmology concepts—makes sense. Can you give me a concrete example of a time you had to break down a particularly advanced result from your 21-cm research for a non-physics audience, like interdisciplinary students or even high schoolers?

Yeah. So for example, in the one of the most cornerstone discoveries of the modern cosmology should be the CMB physics, the cosmic microwave background, which has connections with the 21cm cosmology. For example 20 OK, so I can be a bit something different. For example I can do something like say. So how can events start looking at the universe with some probe? And that probe could be cosmic microwave background radiation. Now Cosmic Microwave background radiation is the relic radiation which is coming from very far. And that radiation coming in the. In coming at present is observed at the microwave wavelengths.

Alright, so you use the CMB as a starting point since it connects to your specialty and is more accessible. When you explain the idea of relic radiation to students who may not know much cosmology, how do you keep them from getting lost in the abstract—what’s your trick for making it real?

Yeah. So for example, in the one of the most cornerstone discoveries of the modern cosmology should be the CMB physics, the cosmic microwave background, which has connections with the 21cm cosmology. For example 20 OK, so I can be a bit something different. For example I can do something like say. So how can events start looking at the universe with some probe? And that probe could be cosmic microwave background radiation. Now Cosmic Microwave background radiation is the relic radiation which is coming from very far. And that radiation coming in the. In coming at present is observed at the microwave wavelengths. Now. Now people have some idea of the spectrum as and because they have already exposed to the idea of electrodynamics, they'll be able to appreciate what the different radiation and the spectrum is. Then. With the spectrum, how can we go on? To see the universe are different to go on to see the universe using some observation cost called Cosmic Microwave background. Radiation which has been observed earlier in the year 1965. Now coming to the point of 21 centimeter cosmology and the research, we have to also expose to something called the neutral hydrogen, which people have already exposed. Then I can go on to discuss with them what are the fundamental radiation coming out of the neutral hydrogen. Which now can be used to prove. The universe at large scales or at high red shifts or at or at high distances. So this. This is how I begin my journey. I I begin, I start breaking down. First we expose them to the very idea of cosmic microwave radiation. We twitched, we twitched the cosmology system started exploring the universe. Then I will talk about the 21 centimeter cosmology, another type of radiation at different wavelengths, radio wavelength with which we can also explain them, the different concepts relative to the different with which I can expose them to the different thing that we can use to observe the universe at a different wavelength. And this is believed to be an omnipresent pressure. Throughout the different redshift in the history of the universe and I can then start explaining the importance of the H1 radiation in exploring the cosmology and the large scale structure of. Hello.

Right. So the coin, I think the point that I have seen people getting confused with the very idea of what the spectrum is because people often get concept about the idea of black body radiation which essentially is the CMB radiation. So the first starting point as I have already explained will be to discuss something about called the electrodynamics and the black body radiation. With a good ground on the black body radiation, they'll be able to appreciate more what at all we are measuring. Of which CMB is just a part of, then we can go on to the other part of the spectrum. As I have already mentioned in my 21 centimeter cosmology research is called 21 centimeter signal, which is a faint signal coming from the neutral hydrogen, so. I so in short. Where I have people getting I have seen people getting confused is about the very idea of the black body radiation and what are the different intensities at the different wavelength. So with a so I so my approach in my approach in addressing their concern will be to start explaining them with the black body radiation, which is. This lies at the fundamentals, which is one of the fundamentals of electrodynamics. And then I slowly build up the thing and go on to explain the different radiations at different wavelength, for example the cosmic microwave background radiation and that even lower wavelength, say radio wavelength where the 21 centimeter signal lies. And then I will go on from there to slowly expose them to the research I am doing, which is the 20 which is with the 21 centimeter signal. So this is my approach will be.

Right, so you walk them through CMB and neutral hydrogen step by step, building from concepts they know. When you've tried this approach, have you ever noticed students getting stuck or confused at a particular point in the explanation? Where do they usually have trouble, and how do you adjust your teaching in that moment?

Okay, so you've found that students stumble most on black body radiation and what a spectrum actually means. When you're addressing that confusion, do you have a go-to demonstration, analogy, or classroom activity that helps those concepts click for them?

It's difficult to find a black body classroom demonstration. Radiation because no, because no, no sources of radiation as far as we can see in the terrestrial regime are black body in that sense. But one of the nearest thing that I can see that people can relate to is the sun. Because sun is perfectly a black body with their. Kelvin So because Sun is the most familiar start to all the students, be it from the background of astrophysics or cosmology or say any other domain, I can start explaining what the sun is and how the What is the temperature of sun and. Explaining them a bit of physics about the sun and then explain them what the black body radiation essentially means and. The idea? Yeah, that could have developed from the discussion. To the research in cosmology that I am doing. So the. This is my approach will be there could be better methods to do so, but for the for the time being I could not recall because classroom demonstration of the black body radiation will be a bit difficult other than we go to the extraterrestrial source and the nearby 1 is sun. As I have already mentioned. So I think the sun is one thing that I should. I should pitch on. I should. Yeah.

It's difficult to find a black body classroom demonstration. Radiation because no, because no, no sources of radiation as far as we can see in the terrestrial regime are black body in that sense. But one of the nearest thing that I can see that people can relate to is the sun. Because sun is perfectly a black body with their. Kelvin So because Sun is the most familiar start to all the students, be it from the background of astrophysics or cosmology or say any other domain, I can start explaining what the sun is and how the What is the temperature of sun and. Explaining them a bit of physics about the sun and then explain them what the black body radiation essentially means and. The idea? Yeah, that could have developed from the discussion. To the research in cosmology that I am doing.

It's difficult to find a black body classroom demonstration. Radiation because no, because no, no sources of radiation as far as we can see in the terrestrial regime are black body in that sense. But one of the nearest thing that I can see that people can relate to is the sun. Because sun is perfectly a black body with their.

Alright, let's turn to research productivity and funding. Given your work in 21-cm cosmology and large-scale structure, where do you see the most fundable directions over the next three years? Which grants or funding agencies would you target to support a sustainable research group?

Right, using the sun as an example ties things back to something students know, even if it's not a perfect black body. Switching gears—given your background in 21-cm cosmology and large-scale structure, where do you see the most promising directions for fundable research over the next few years, and which grants or agencies would you target to support that work?

Yeah. Now the for example, I think the 21 centimeter cosmology, I have already mentioned in my earlier answers to your previous questions that it is one of the most exciting fields at present because the potential of the 21 centimeter cosmology is huge. It can essentially track the universe or trace the large scale structure of the universe over a large range of red ships starting from the very nearby universe to very far universe. So that is every point in investing in the 21 centimeter cosmology and. Stuff and this is what Indian government has already done through something called Square kilometer array or SKI where there is a funding of some 100. I think some thousand of codes have been invested as a part of a multi nation organization which is we called SK the major funds. The major funds although is coming from South Africa and Australia, but India is also an important partner in that so. India is also pushing. The people to in the direction of learning radio astronomy. Cosmology and related stuff, because there is a funding associated with it now to do the research in cosmology, one of the agencies that I should target. In doing research would be an RF Anushanda National Research Foundation. DAC, CSIR as well as the Indian government escape funding which can also fund us in doing research in my field. So there are multiple opportunities. For for getting the funding in that field and the scope of the funding is getting scope of the funding is increasing day by day. Because now people are getting more drawn to the field of astrophysics and cosmology and with more involvement of the government in that field. So. I think there are ample opportunities and scope for any people who are getting drawn to this field. To get. Funds for doing research in that in this field.

Using the sun as a relatable example works, even if it's not a perfect black body. Now, considering your experience in 21-cm cosmology and large-scale structure, where do you see the most fundable research directions over the next three years, and which grants or agencies would you target for support?

Yeah. Now the for example, I think the 21 centimeter cosmology, I have already mentioned in my earlier answers to your previous questions that it is one of the most exciting fields at present because the potential of the 21 centimeter cosmology is huge. It can essentially track the universe or trace the large scale structure of the universe over a large range of red ships starting from the very nearby universe to very far universe. So that is every point in investing in the 21 centimeter cosmology and. Stuff and this is what Indian government has already done through something called Square kilometer array or SKI where there is a funding of some 100. I think some thousand of codes have been invested as a part of a multi nation organization which is we called SK the major funds. The major funds although is coming from South Africa and Australia, but India is also an important partner in that so. India is also pushing. The people to in the direction of learning radio astronomy. Cosmology and related stuff, because there is a funding associated with it now to do the research in cosmology, one of the agencies that I should target. In doing research would be an RF Anushanda National Research Foundation. DAC, CSIR as well as the Indian government escape funding which can also fund us in doing research in my field. So there are multiple opportunities. For for getting the funding in that field and the scope of the funding is getting scope of the funding is increasing day by day.

You mentioned SKA and NRF funding, as well as India's growing commitment to radio astronomy and cosmology. Given how quickly funding landscapes can shift, what's your backup plan if a major grant application doesn’t come through—how would you keep your research group productive and motivated in a lean funding year?

Yeah, there is also should be a backup plan what you are asking me. Yes, it may take some time as it's always has been the case. The grand proposal takes some time to be assessed before it gets approved by the respective agencies. So my approach will be to do something to something which is relatable to the thing that I am doing, for example, if I'm asking for a fund. To do some data analysis thing for which we need a major support in terms of computational resources, I can always do something. Which I can always do something which some has some analytic basis related to what I am doing. And of course I can collaborate with the other institutes which already have the funding because I have multiple collaborators spread across multiple institutions. So I can keep my research group so, so I can keep the research in my group going. Until the funding comes. So the. Basic thing is that analytic things as well as the few thing for which the computational resource needed. I can take it from the other institute, but the funding has already come and with collaborations with them I can keep the research going. Until I get my own personal funding to do my research. So this is. That's what my thing will be.

You mentioned SKA and NRF funding, plus the growing government focus on radio astronomy. If a major grant application fell through or a funding cycle got delayed, how would you keep your research group moving forward in the meantime?

So if computational resources are tight, you’d lean on analytic work and leverage collaborator infrastructure until your own funding comes through. You mentioned collaborating across institutes—can you share an example where that approach helped you keep a project alive or make progress during a funding gap?

For example, I think so far, so far the research I have done, I did, I did not need funding up. I did not take much funding because most of the things are analytical in nature. But in the ones that I'm doing at present, one or two projects on which the fund, I may need funding at some later stage, but I am presently at the analytics stage of doing all those things. But. I can see. This getting the. This giving me benefited because even when I'm doing this at research at Nizar Bhubaneswar, I can keep on collaborating with the other institutes like NCRAT, Raman Research Institute and all those people and all those and all those institutes and the people working there. So I can clearly see there is an advantage of doing a collaborative research until the funding comes. Although I have not explored that funding part yet because I'll be exploring it very soon because the type of research I'm doing which is the analytic counterpart of the data analytic part which. Coming later. Analytic counterpart of the research. For which the data analysis part may come later, for which I may need the funding and need to apply a different agencies. But this is how I see my research may be benefited until the funding comes with the collaboration from the other institutes.

Okay, so most of your work has stayed in the analytical stage so far, but you’re already building those collaborative networks for when you need data or computational resources. That covers the research side. Now, can you discuss any experience you have with academic quality assurance—maybe through curriculum design, peer review, or program evaluation—and how that would help you contribute to maintaining high standards in both teaching and research?

OK, so. The point is, in terms of curriculum design, I don't have much experience because most of the part of my research has been on teaching some some teaching some basics courses. As well as doing research, what I can see this? What I can see this coming. Because in few part of pipe I can see this, but I can see this beneficial this curriculum design and other things. Curriculum design and teaching to be beneficial in other way in that I have the. I in collaboration with few of my. If you have my collaborators have organized multiple seminars or conferences in which we have to design courses which. Courses for the people of the younger age. For example, I think about a few, couple of years ago I have, we did some workshop on 21 centimeter cosmology for which we need to design courses which will be beneficial or helpful for the younger people coming into the field in the field of astronauts. So. And in doing which? And in doing so, we have learned that the few things that in in. Yeah, our mind also a bit of a confusion got cleared and it helps us giving us a better clear picture of how the teaching code structure would be as well as the research would be. In addition, about a couple of years ago I also did a Vigyan Viveka Samagam, where actually I need to explain the basic stuff to all the elementary layman people, what the cosmology and radio astronomy is. In doing so I also got to know. That had the resource structure would be for the element. What? Uh. I heard that what the teaching structure, what the teaching code structure should be for anyone, for anyone who want to get himself or herself exposed to the idea of radio astronomy. So this is how, even though I have not particularly involved in a direct in a grand curriculum design. But mostly through the conference course design as well as into public events, I want to explain people what the basic things, what the basics of radio astronomy would be. I got a sense that in doing so. I it gives me a better idea what the basic. Teaching code structure should be. For anyone or for for example the novices in the field. To be in the field Who wants to get themselves exposed in the field of radio astronomy? So this is. This is how I think it should benefit me. It should benefit the entire. Curriculum. The Enterprise.

Yeah, that's a good question in my mind because in most of the courses even in the India also don't have advanced classroom concepts and don't have the option of giving slides, even the blackboard should do enough. So in my part, that's a bit of an advantage because so far in my academic journey, I have learned through blackboard things. So I'm more used to accustomed, more accustomed to using the blackboard thing. So my first option will be to get them involved in some projects. Surely to begin with the analytic one and then get an idea of what? The what the real data analysis thing should be, For example, even while studying, even while teaching them in the classroom, I can I, I can stop. For a moment and asked him. But they think about the what they think about the subject I am teaching. For example, even the neutral hydrogen thing. I can surely ask them what the structure of the neutral hydrogen should be and what are the basic aspects of the quantum mechanics of neutral hydrogen is. And even giving with a bit of flavor of the quantum mechanics, I can start engaging them by asking them more questions, telling them few things that they should understand and other than me telling me everything. I should make them tell what they have understood from what I have taught to them, what I have taught them till that point, and also through short projects, not demonstration, because you have just said I don't have the option. So not through short projects and to reading short papers, I can make them better engaged with the idea of research that I'll be teaching to them. So this is my approach will be to begin with in the worst possible scenario where I have don't have the advanced. Tools like for example slides, demonstration classrooms. Or other things which I can use to explain them better. These are the basic things we can do. Using simple blackboard and chalk. To make to get them engaged in. Different projects that I can give them and also to engage them in the classroom. By asking multiple question and to make the classroom more interactive rather than it's a monologue. Of me telling everything to them.

You’ve spent a lot of time making your field accessible to newcomers, especially through those workshops. Suppose you’re teaching a large undergraduate course—maybe 150 students—and you’re not allowed to use traditional slides or just lecture at them. How would you structure a session to get students actively wrestling with a tough concept, rather than just passively listening?

Okay, so moving into institutional responsibilities — accreditation cycles can be demanding, and sometimes you find outcome assessment data is inconsistent across courses. If you joined our department and noticed that, how would you go about fixing it?

So I have a question. What do you mean by the outcome assessment data? Outcome assessment data of what thing?

OK, I get your point. I think the first thing should be to have a meeting with all my colleagues. To set the all courses on the same standard, at least at a bare minimum standard, even though the details can vary from codes to codes and it also depends on the. Choice of the instructor, the way they want to assess the students, the teaching in the class on that course. But the point is the basic. To set the basic beard minimum standard on which we can start judging how the assessment of the outcome should be and how we can and how we can and how we can assess the outcomes for each courses on the same footing. That's my first step will be second thing will be to keep second thing will be to keep A to keep a check on not only to the outcomes at the end of the semester, but we'll keep a check on how the outcome should be at the end of each say one or two months because. Semester roughly extends around 4 to 6 months so so it will be good to have a check through small projects to small quiz or exams in the class and then to check how the progress is going through and those results can be assessed together at the end of the semester to see. How does both things collate or how the both think? Come together to give us a basic standard or basic idea about how the classroom things are going. So this is my approach will be this is what I can at least think. For the time being, maybe there are some better approaches, but I have to think a bit more.

Fair question—the outcome assessment data I’m referring to is the information we collect to see if students are actually meeting the learning objectives we set for each course. So, for example, if one course has detailed data on how students performed against every objective, but another just has final grades and no specifics, that’s inconsistent outcome assessment. Given that, how would you work with colleagues to bring all the courses up to the same standard?

OK, nothing. To be very fair, I have not dealt with such things. This is my, this is my idea of going, of getting into different institutions and talking to different people. But what are the challenges that may come through that people may have their own way of assessment. I think that's why you have already mentioned in my last. Answer and there actually I have to talk to all the people and get them on board on the on the bare minimum thing that they should maintain. Before that, beyond that, they can do their own things, like for example giving projects the way they want to evaluate the student performance. But the bill? The minimum thing is to be. To get to ensure that the people are learning through different methods whatever method the respective instructor or. Course instructor may adopt. So I think, I think the first step, I think the first step, I think the the journey begins with convincing my other other colleagues as well as the other instructor to to convince about the fact that it is. It is. It is a need to ensure that. We need to. That we need to ensure that. People get something out of the class and at the end of the semester of a for a course, they get something out of the entire course, even when the assessment and the evaluation standards may. So this is how I think. And uh. Even though there can be resistance from the other thing like we don't want to follow that standard or those standards. Those things may come up in the discussion but it's a need to ensure that the bare minimum standard is maintained and I believe being an instructor of a reputed institute. They will. They will understand the thing and I will be able to get them on board on this thing at least so. This is what I believe.

You'd start by getting everyone on board with a minimum assessment standard and then use periodic check-ins during the semester to catch issues early, not just at the end. That makes sense. In your experience, what challenges come up when trying to get faculty to agree on shared standards like this, and how would you handle any resistance?

Okay, Dr., now I want to put you in a real-world situation that comes up more often than people think. Suppose a student formally complains that your grading was biased, but at the same time, your department head is pressuring you to improve pass rates in your course. How would you handle that tension between academic integrity and institutional expectations?

Yeah, I know it's a very tricky situation. And. This situation may come up because all the institutes want to hide their. Past pass rates. But I think. Uh, adopting unfair means is not good because even though the past rates may be high, the real assessment falls fails on their face because if we adopt unfair means to pass them. So my first point will be to convince my head of the department that even though we want to increase the pass rate, we have to adopt A fairly standard non biased means to do so. And for that, even if our effort has to go up, it has to go up. I live. On the first part, if a student complaints that my grading is biased. I can talk to the student, make them show the grade sheets, and if needed I can take a separate exam for those students. Irrespective of the with the different question set and maybe in the presence of another faculty, so that this question of bias may be come. May go out of the window. So. So this is one thing that I can do. But I think adopting unfair means to increase the pass rates is somehow. Is unacceptable to me because because even because because increasing the pass rates may require us to do work more, but that I'm that I'm agree that I'm agreeing to do. But. I think, I think the first step, I think the first step in all this is to. Have a good is to have a good communication. With the head of the department and as well as the institutional authorities who want to increase the pass rates and to pass the information that increasing the pass rate is necessary, as well as it is also necessary that we maintain the bare minimum academic standards. So This is why approaching you.

Yeah, I know it's a very tricky situation. And. This situation may come up because all the institutes want to hide their. Past pass rates. But I think. Uh, adopting unfair means is not good because even though the past rates may be high, the real assessment falls fails on their face because if we adopt unfair means to pass them. So my first point will be to convince my head of the department that even though we want to increase the pass rate, we have to adopt A fairly standard non biased means to do so. And for that, even if our effort has to go up, it has to go up. I live. On the first part, if a student complaints that my grading is biased. I can talk to the student, make them show the grade sheets, and if needed I can take a separate exam for those students. Irrespective of the with the different question set and maybe in the presence of another faculty, so that this question of bias may be come. May go out of the window.

Yeah, I know it's a very tricky situation. And. This situation may come up because all the institutes want to hide their. Past pass rates. But I think. Uh, adopting unfair means is not good because even though the past rates may be high, the real assessment falls fails on their face because if we adopt unfair means to pass them. So my first point will be to convince my head of the department that even though we want to increase the pass rate, we have to adopt A fairly standard non biased means to do so. And for that, even if our effort has to go up, it has to go up.

Alright, Dr., now thinking about industry connections—given your background in 21-cm cosmology and radio astronomy, do you have any ties to industry or applied research that could help your students find internships or learn about real-world physics outside academia?

Right, you’re emphasizing that even if there’s institutional pressure, you’d stick to clear standards and offer transparency—like re-exams with a second evaluator—to address any claims of bias. Now, thinking about industry alignment, given your background in 21-cm cosmology and radio astronomy, do you have any ties to industry or applied research that could help your students find internships or see the practical side of physics?

Thanks for sharing your thoughts on maintaining standards, Dr. Now I want to touch on some key areas for this role. Let's start with theoretical physics—can you describe a time when you applied advanced theoretical concepts to solve a challenging problem, either in your research or teaching?

Yeah, I think one of the three one of the papers that you can see in my CV where actually I have used something called simulating H1 visibility. So I have used some method called Kosambi Karmulen Karhunen love method. But I have decomposed the entire thing into the eigen basis. This is fairly advanced method which is not taught in usual undergraduate courses. So this is one place I can remember I have used advanced mathematical techniques to do. Do things. To do the. Uh, part of the research and then. Secondly, there are other things, other papers. If you can look into the things, the recent papers with Janaki Rasti where actually we have used something called the scattering theory techniques which is not usually taught in the undergraduate courses which is fairly advanced and how the photon gets scattered of the neutral hydrogen and how this can alter the entire spectrum and AS. Velasquez, the flow of the radiation coming from the. As well as the flow of the radiation coming across the spectrum. From the high energy to the lower energy and vice and vice versa. So so this these are the two papers where I can think I have used advanced advanced mathematical methods. 1 is the technique of scattering theory, classical scattering theory and 2nd is that advanced statistical method in my work on simulating H1 visibilities for H121 centimeter experiment. So this is. One part I can remember, I have used advanced mathematical techniques for my research. There are other things also but I may not go into them. These are the two things which I can directly. Come to my mind.

Yeah, I think one of the three one of the papers that you can see in my CV where actually I have used something called simulating H1 visibility. So I have used some method called Kosambi Karmulen Karhunen love method. But I have decomposed the entire thing into the eigen basis. This is fairly advanced method which is not taught in usual undergraduate courses. So this is one place I can remember I have used advanced mathematical techniques to do. Do things. To do the. Uh, part of the research and then. Secondly, there are other things, other papers. If you can look into the things, the recent papers with Janaki Rasti where actually we have used something called the scattering theory techniques which is not usually taught in the undergraduate courses which is fairly advanced and how the photon gets scattered of the neutral hydrogen and how this can alter the entire spectrum and AS. Velasquez, the flow of the radiation coming from the. As well as the flow of the radiation coming across the spectrum. From the high energy to the lower energy and vice and vice versa. So so this these are the two papers where I can think I have used advanced advanced mathematical methods. 1 is the technique of scattering theory, classical scattering theory and 2nd is that advanced statistical method in my work on simulating H1 visibilities for H121 centimeter experiment. So this is. One part I can remember, I have used advanced mathematical techniques for my research.

Yeah, I think one of the three one of the papers that you can see in my CV where actually I have used something called simulating H1 visibility. So I have used some method called Kosambi Karmulen Karhunen love method. But I have decomposed the entire thing into the eigen basis. This is fairly advanced method which is not taught in usual undergraduate courses. So this is one place I can remember I have used advanced mathematical techniques to do. Do things. To do the. Uh, part of the research and then. Secondly, there are other things, other papers. If you can look into the things, the recent papers with Janaki Rasti where actually we have used something called the scattering theory techniques which is not usually taught in the undergraduate courses which is fairly advanced and how the photon gets scattered of the neutral hydrogen and how this can alter the entire spectrum and AS. Velasquez, the flow of the radiation coming from the. As well as the flow of the radiation coming across the spectrum. From the high energy to the lower energy and vice and vice versa. So so this these are the two papers where I can think I have used advanced advanced mathematical methods. 1 is the technique of scattering theory, classical scattering theory and 2nd is that advanced statistical method in my work on simulating H1 visibilities for H121 centimeter experiment.

Thanks, Dr. We're just about done. Is there anything you'd like to ask about the role or the team before we wrap up?

Right, you used the Karhunen–Loève method and scattering theory—those are definitely advanced tools, especially applying them to H1 visibility and photon scattering problems. Dr., we're just about done. Is there anything you'd like to ask about the role or the team before we wrap up?

Yeah. So the first thing that I want to ask you. That what are the ways of assessment that you follow? In in selecting people for the for this role, I think I mean the role of assistant professor because you have asked me multiple questions about the teaching methods as well as how should go by how I should approach while facing difficulties or hurdles both in my classroom as well as in a research environment. So what are the? What are the basic? That he used to join the people. The roller. So. Hello.