And myself is Doctor. Yeah, I will.

I am currently working in says I am a student of technology.

Please start by introducing your professional journey in academia

Okay, so you're currently a student of technology. For this position, we're specifically seeking someone with a record of teaching, research, or academic contribution. Can you share a bit more about your academic experience—any roles you've held in teaching, research, or involvement with scholarly projects?

Computer science Engineering with cybersecurity.

I have a little bit throat infections. That's why my voice is a little bit low.

Okay, so as Head of Department in Computer Science Engineering with a focus on cybersecurity, could you tell me a bit about your academic journey so far—where you've worked, your main responsibilities, and anything about your research or teaching background?

I have the families in Chennai.

Thanks for letting me know—no worries about your voice. I want to make sure I understand your background: you mentioned you’re Head of Department for Computer Science Engineering with a focus on cybersecurity. Can you briefly outline your main responsibilities in that role, especially around teaching and research?

I have two daughters.

Okay, thanks for letting me know about your throat—no worries, just speak as you're comfortable. So you mentioned your family's in Chennai, and you're currently Head of the Department for Computer Science Engineering with a focus on cybersecurity. Can you briefly summarize your academic journey—where you've worked, your main responsibilities, and any key milestones so far?

Just a quick intro, Professor—can you share your full name and a bit about your academic background?

And my native place is in Salem district. And I completed in in. But this topic is called as reduction and classification of. Directly to the. Integral Funders Images.

Soft computing technique.

Right, so you mentioned your work on reduction and classification of integral funders images. Can you tell me about one foundational concept in that area that you really enjoy teaching to students?

And I know the. Subjects for will not be subjects for.

Okay, so you're drawing on soft computing techniques for reduction and classification of integral funders images — that's pretty specialized. When you're teaching students about soft computing, what's one analogy or real-world example you use to help them grasp the basic idea?

Okay, so you mentioned soft computing techniques in your research and teaching, especially around reduction and classification of integral fundus images. When you're introducing this topic in the classroom, what's one misconception or common struggle you see students having, and how do you help them overcome it?

December algorithm. Theory of computation.

Alright, so you mentioned you know subjects like algorithms and theory of computation — those are pretty foundational. When you're introducing algorithms to first-year students, what's one concept or activity you use to really get them engaged with the material?

And welcome computing. Cybersecurity. Followed by the classical versus quantum computing. Artificial resents and machine learning. These are also handled. And other than that I have. All of the administrative work. Mainly fair heading the department under 20 plus hackathon program I. And I've spotted a hackathon. I want. From heaven and also I have the professional body of. Cyber Society of India. Computer Society of India. And I used to and followed by I triple E. Bhagrajesh and also I I have the. I triple E. Madras Section. System and Cyberattics. It's still numbers. These are all roles I have been in the.

Okay, so you're involved in administrative roles as well, like heading your department and supporting hackathons and professional societies — that's a lot to juggle. What do you find most rewarding about working directly with students, whether in class or through activities like hackathons?

That's all then.

Alright, so you’ve taken on a lot—heading the department, teaching both foundational and advanced courses like algorithms, quantum computing, artificial intelligence, and running hackathons. You mentioned handling administrative work and involvement with professional societies like the Computer Society of India and IEEE Madras Section. Out of all the subjects you teach, which one do you find students struggle with the most, and how do you adapt your teaching when you notice they're having a tough time?

Yeah, most probably in the CAS. Of 60 members in the in the classroom. It's not tough in my. Question and also. Decide what? All the districts? Few spirits are not understanding the. That much of matter.

But also nowadays the. The generation gap will be there.

So you’re saying that in classes of around sixty students, there are always a few who struggle with the material, even if most don’t find it tough. Can you give me an example of a concept from your cybersecurity or algorithms classes that students consistently find challenging?

The students are. Little bit less. They are not solving the problem.

Alright, so you’re saying the generation gap is making it harder for some students to grasp the content, especially in larger classes. Thanks for sharing your perspective on that. Let’s shift gears a bit—when you’re introducing a new concept in a course like artificial intelligence or quantum computing, how do you usually break it down for students who are encountering it for the first time?

Because the practice is very well. Because of this is our analysis of algorithm. And the theory of computation. The both subjects are. Completely lower. Likewise quantum also. It's completely for mathematical oriented. It was a little bit tough to handle the process. The bill Most of the. 90 to 95 percentage of Sir. Understanding the. 4 pluses. Thank you.

Alright, so you're seeing that generational changes are making it harder for some students to tackle problem-solving in your classes, especially when the material is complex or abstract. When you notice a group is struggling to grasp a concept—say, in cybersecurity or algorithms—what's one teaching strategy you rely on to help bridge that gap?

So you're saying analysis of algorithms, theory of computation, and quantum computing are the toughest for students, mostly because they're so mathematical—yet you see 90 to 95 percent managing to understand after your classes. When you notice some students are still struggling, how do you adapt your teaching to help them catch up?

I have the. Prison Bangladesh of algorithm. In conversion of DFA to NFA. And a minimization of NFA. And usun automata. A doctor of. This topics. I have the automation tools be there. The remaining 5 percentage of students will be adopting this. Types of mythology. We will implement our. Valuable in the manner.

Okay, so the way you support the last 5 percent of students—using automation tools and different methodologies for things like DFA to NFA conversion—shows you’re adapting your teaching for those who need extra help. When you’re explaining a tough topic like minimization of finite automata, how do you break it down so that even the weakest students can follow the logic?

Is the minimization of finite automata. It is. General manner of. For example. In database. We have got these states of films. It's a completely decent oriented. 20 states each and 11 notes. We have to compress the node. We have the limitation of the notes. It has some logic. For example, Q Naughty 2. 2:30 will be. Q Nagar Q1 is a same input. Transfer to the same output. For example Q not.

The tension of Q naughty comma 0. Move to Q1. The same way. Constant of Q1 comma. Zero move to the cube. Two same constraint. Tune one transition to Q2. In this state. The common input of 1 will be the transmission of same output state. It will be the manifestation process.

Professor, I noticed you co-authored a recent paper on “Detection and classification of diabetic retinopathy in retinal fundus images using deep spiking Q Network.” When you teach students about applying artificial intelligence to medical imaging, how do you make those advanced concepts accessible to undergraduates who might not have a strong math background?

Professor, I hear you draw analogies to databases and try to compress complex ideas for students, but I’m still not clear on your approach—when you have to teach a lab section alongside theory, how do you actually structure those sessions? For example, with finite automata, what would a typical week look like for your students in terms of lecture versus hands-on work?

Yes, in minimization of automotive it has different methodologies with the. So one method is called as a minimization. Set table formation method. And general method will be there. Most probably we will implement it in the. Table formation method. I'm general Madhur also. But in compiler we move on. Paper formation method it will be very easy.

So the students are easily adopted for Jaguar method. Not table formation method.

Alright, so you’ve seen students use different minimization methods and you encourage the table formation approach, especially in compiler classes. Shifting gears a bit — at VIT, building research that attracts funding is critical for long-term growth. Given your background in artificial intelligence and multimedia, where do you see the most fundable research directions for your group over the next few years, and which grants or funding sources would you target first?

Alright, so it sounds like your students pick up the Jagadeesan method more easily than table formation for automata minimization, but you stick to table formation in the compiler context since it's more straightforward. Shifting gears, given your research background, where do you see the most promising and fundable directions for your work in the next three years, and what kinds of grants or funding sources would you target?

Yes, the next three years of our visual is.

So you mentioned the next three years of your research vision—let's talk about that in practical terms. Given your background in algorithms, quantum computing, and artificial intelligence, where do you see the most fundable research directions at VIT over the next few years, and which grants or funding sources would you specifically target to support that work?

Most probably we will be. Not only this subject.

And this is these are the basic subjects of the students in computation. Mainly for. Theory of computation is one of the best subjects in Computer Science engineering department.

You’re clearly planning for research to go well beyond just these subjects, not limited to automata or quantum computing. I’m curious—given your background, which research directions do you see as most fundable over the next three years? Are there any specific grants or external agencies you’d target to support that work?

I've been next three years. The students nowadays by using for classical computer. The next three years they are going to use for open computer. It's the only difference of classical computer and quantum computer is. Which classical computer using the bit 0 comma one? In case of quantum computer. They can use for qubits. 00. 01. 10 and 11. These are the computation speed will be increasing. In case of. Two power N value will be executed.

You emphasized theory of computation as foundational for computer science, and it’s clear you value building on these basics. Shifting to research impact—when you look at your own work in algorithms, quantum computing, and artificial intelligence, which direction do you see as the most likely to attract sustainable grant funding over the coming years, and which agencies or programs would you target first?

Same process of. All the computer will be completely translated into. Quantum computer. The computer speed is also increasing. And. Mainly adopting the quantum computer there. Nowadays.

Alright, you gave a clear explanation of how quantum computing’s use of qubits could shape research directions, and you highlighted theory of computation as foundational. You also seem to have strategies for helping students at every level, and you’re thinking about new computational paradigms. Given your experience, what grants or funding sources would you specifically target to support research in quantum computing or automata theory at an institution like VIT?

The gradually moving from the company. No one is on Amazon, IBM. And Microsoft is already shifted to the classical computer to quantum computer. But in small scale industries. Server companies Fewer groups will be in Bangalore and Chennai. They're moving to the quantum computer. But in the year of 2029 or 30?

Okay, so you're seeing quantum computing as a major shift and expect most classical computing processes to transition to quantum in the coming years, which opens up a lot of research opportunities. Thinking practically—if you were to build a research group focused on quantum algorithms at VIT, what kinds of grants or external funding would you pursue to make that sustainable over the next few years?

The most probably. Companies, software industries, and hardware industries. The switch to the classical computer to hollow computer. I mean quantum computer.

You highlighted how you use different methodologies and automation tools to help every student grasp tough concepts, even in a large class. Let's talk about teaching style—imagine you're asked to design a session on a complex topic, like quantum computing or automata, but you can't use slides or traditional lecturing. How would you keep a group of 60 students actively engaged and ensure they're really internalizing the material?

In this case. I have. Introduce the concept of. Quantum computing and quantum cryptography.

Okay, so you're saying the transition to quantum computing is already underway in big companies, and you see students needing to grasp both classical and quantum computational models as part of their foundation in theory of computation. Shifting back to your teaching methods—suppose you can't use slides or standard lectures. How would you keep a large class engaged and make sure students are actually wrestling with the material, not just memorizing it?

So you’ve started introducing quantum computing and quantum cryptography concepts—those are pretty advanced. If you were designing a lab exercise for students who’ve only worked with classical computation before, how would you structure it so they not only understand qubits conceptually but actually get hands-on and engaged with the topic?

This area is very emerging area in industrial. Point of view. In some environment also they can allocate more funding in this area. Because of. This. Main purpose of. Military purpose they can implement in the quantum computing. In security point of view.

I got more focusing on next three years. Front of technology. Thank you.

Alright, so you’re already introducing quantum computing and quantum cryptography as emerging topics, especially highlighting their security and military applications. Thinking about your teaching style—if you couldn’t use a traditional lecture or slides, how would you design an interactive session to help students grasp the basics of quantum cryptography in a way that gets them actively involved?

Alright, you've clearly got your eye on emerging technologies like quantum computing and how they're influencing both research and industry. Shifting back to your teaching—imagine you're supervising a student-led research project in this area. What practical strategies would you use to keep students motivated and ensure they're making real progress, especially if they hit a wall or lose momentum?

Yes. Umm. Most of the students are very much liking for this area. Why this area is very much liking wings.

The normal. Computer. This is classical computer. Sorry, classical computer versus. Quantum computer.

Okay, so you’re clearly engaging students with emerging topics and connecting them to real-world applications in quantum computing. But at a university like VIT, there’s also a responsibility to uphold accreditation standards and ensure data integrity across courses. Let’s say you joined our department and discovered the outcome assessment data was inconsistent between different sections of the same course—how would you approach fixing that?

It's mainly for. Speed increasing. Computation speed will be. Automatically drastically changes will be there. Classical computer to quantum computer nearly 2000 times faster.

The students have been understanding for. Emerging area, but still in R&D. Most of the companies are safety. In medical area. We are using in quantum technology. It will be the. Highly valuable. And also. Communication. Quantum networks. Be there. And also optics, quantum optics will be there. And also cryptography. Quantum cryptography will be there. These are all the areas it's very emerging. These are all the R&D methodology will be implementing to the students in the. Class point of view. The schools viewpoint of view it will be very easy to reach cloud.

Okay, so you’re emphasizing the dramatic speed increase with quantum computers—like two thousand times faster than classical systems—and that’s a big reason students are excited about the field. Shifting gears for a moment, Professor, accreditation cycles can be pretty rigorous at a place like VIT. If you joined our department and noticed that outcome assessment data was inconsistent across several courses, how would you address and resolve that?

Okay, so you've been helping students explore cutting-edge topics like quantum computing and quantum cryptography, connecting them to industry, research, and even military applications. At a place like VIT, we're expected to uphold very high academic standards—if you were tasked with integrating both theory-based and laboratory-based courses in your field, how would you make sure those labs genuinely support the theoretical content while maintaining that rigor?

Most of the. Students are very good understanding for. Normal computing. But easily adopting the. Some practical implementation of existing project. The converter to the. Quantum computing projects. It will be very easy. But this is a real challenging to the students and also faculty members like me. Damn sure we will be implementing this to the students. Thank you.

So you’re committed to giving students hands-on experience with emerging topics, even when it’s challenging for both you and your colleagues. Now, at a place like VIT University, the accreditation process is pretty rigorous and maintaining high academic standards is critical. Suppose you joined our department and noticed outcome assessment data was inconsistent across courses—how would you approach fixing that?

It's not the inconsistency of data.

It's in Vineyard University. It has a huge. Laboratories will be there. I know I saw that about this leach and jewellery pot. In 3D printing. Under computing technology like. Artificial results. Robotics. And the many labor this will be the. Likewise, we will implement it in the quantum technology. The insurance are easily adopting the area.

Okay, so you’re really focused on helping students and faculty take on these new challenges together, especially as you introduce quantum computing into the curriculum. Shifting gears a bit—at a university like VIT, professors often serve on curriculum committees or lead program reviews. Beyond your teaching and research, what kind of role do you see yourself playing when it comes to department-level governance and those broader academic responsibilities?

Alright, you clearly see VIT’s labs as a strength for adapting new tech like quantum computing. Switching gears—VIT also emphasizes mentoring and academic guidance. What strategies would you use to inspire and support students if you were supervising their individual research or scholarly projects?

It will be the very easy to understanding the. Of one level to next level.

It's real challenges of the. Faculty members and also the students. It's and also we are not affecting the results and the. Call Susaf.

Alright, so you see hands-on learning as the bridge for students to move from one level to the next in these emerging fields. At VIT, mentoring is a big part of the academic culture. What would you do to inspire and academically support students who are interested in pursuing their own research projects under your supervision?

Adopting the techniques of. Other university like.

Okay, so you see these challenges as not affecting results or course outcomes, and you’re confident about hands-on adoption. Shifting to a core responsibility—how have you approached student evaluation processes in your past roles, and what would you do to ensure fairness and accuracy when assessing students with very different strengths and backgrounds at VIT?

Damn sure, I assured that. Time so we will implementing in this leather address in our in our university. It will be the very much essential to reach the. Hired. Thank you.

Okay, so you’re looking at best practices from other universities as you adapt these challenges. At VIT, mentoring and academic guidance are central to our approach—what strategies would you use to inspire and academically support students who are interested in pursuing individual research or scholarly projects under your supervision?

Okay, so you’re looking at best practices from other universities to implement these advanced labs and projects at VIT. Now, beyond research and teaching, what role do you see yourself playing in department-level governance—like curriculum committees or program reviews?

E-mail institution.

I am only the framing the syllabus of. Computer science Engineering with cybersecurity. It's a full syllabus. From the SMS to 80s Mr.

Alright, you mentioned looking to other institutions as models. Could you give me a concrete example of a governance or committee role you'd want to take on at VIT, and what you'd hope to accomplish there?

Alright, so you’ve had responsibility for framing the entire Computer Science Engineering syllabus with a cybersecurity focus. How do you ensure fairness and accuracy when evaluating students with such a diverse range of abilities, especially in hands-on and emerging areas like quantum computing?

Syllabus training is very much useful, very much known about. And also. She will be appointed. Play get me aggression. About degradation. He said very much. Doesn't suit for us. These are all implementing in our institution. Myself.

But I I have to contribute the department level governance, it will be very easy for us. And also I have the organizing. Many.

Alright, so you’ve had responsibility for framing the entire Computer Science Engineering syllabus with a cybersecurity focus. How do you ensure fairness and accuracy when evaluating students with such a wide range of abilities, especially in a place as diverse as VIT?

Alright, so you’ve worked on organizing and syllabus framing, but I need to hear a bit more about student evaluation. When you’re assessing students from first-year to final-year and you’ve got a huge range of abilities, what specific methods do you use to make sure your grading is fair and accurate?

In seven big challenges and also. The University of Vit. It's a fussy to Finally, it is a very big. Ocean first year. It is a basic service. Basic environment, we have to fix it out. Moving to the next level of. A second year, it's a little bit high for moderating level. On 3rd and final year it will something will be the export level. Like this in our syllabus we have to flaming for first year basic computer. And second year of. Cybersecurity little bit implemented in. Company service. And 3rd year we are. Gradually increasing for. Quantum computing. What does interesting and ethical hacking? On cyberforcing. And boxing. Then finally, finally they can execute it in the quantum computing technology. The job oriented. Students will be more likely to be adopting here. Because of addressing the city, it is a huge amount of job vacancy will be there. And also sell the phones ignored as it's a very very big booming. Friends is also very very much interested and also. It has huge opportunities in job in outside the world. Both government sector and non government sector. And blockchain technology. The fully for banking sector will be. Highly. Walkable and also. Cyberattacks and ethical hacking. The other thing will be the.

Related to the. Job oriented, it is very much useful for us. Life brings the university V8 University. It had I have the opportunity to. Create the syllabus. It will be very easy for us. To be adopting the students. It will be the.

Alright, you’ve described how your syllabus structure gradually builds up complexity from basics to advanced topics like quantum computing, and you’ve emphasized job readiness. Given your experience, how would you mentor and academically support a student who’s struggling to define a meaningful research topic for their final project?

New liquor station passes completely fulfilled.

Alright, you talked about job-oriented curriculum design and adapting to industry needs, but you also mentioned organizing at the department level. Since VIT encourages mentoring and guidance, what strategies would you use to inspire and academically support students working on individual research or scholarly projects under your supervision?

For example, 38 services will be implemented in the quantum computing. And also. The previous or secondary and 1st year. Pre requestation syllabus is also implemented. In one day, the sodas are very easy to adopting the. Syllabus. Thank you.

Alright, Dr., let's talk through something that comes up in every academic career. Imagine a student files a formal complaint, saying your grading was biased. At the same time, your department head is pressuring you to improve pass rates across the course. How would you navigate that situation, balancing fairness, academic standards, and those institutional pressures?

Alright, you brought up implementing quantum computing and ensuring prerequisites are covered so students can adapt quickly. Let’s make this concrete. Imagine a student files a formal complaint, saying your grading was biased, but at the same time, your department head is pressuring you to improve pass rates. How would you handle that situation?

It's a new technology is implementing our department. This photos are little bit. Facing the tough situation. Same time I was head of the department also. Giving the pressure to pass percentage of the students.

But student ferries in the migrated. Nowadays the most of the students are implementing and. Using the computer. It will be very easy. And also easily they can. Uh, work towards the two basis execution. Because. The real outcomes of quantum computing in the next three to four years. The approximately, the replacement percentage and the. Annual package of the salaries. Minimum of 40,00,000 or 50,00,000 per annum salary they can easily place. These are all the interesting point to reach out the students. It will be easily. The students will be learned. And then?

Okay, Dr., shifting gears now. Given your expertise in computer science with cybersecurity and quantum computing, do you have any industry connections or collaborations that could help translate classroom learning into internship or placement opportunities for VIT students?

Move to the next level. The digital learning process is here both faculty and students point of view. The faculty, they can create the. Interesting to the students. While I am studying this subject. When you are facing this and all the. Problems in the subject. Everything will be. Ridiculously uh. Reducing the pressure to the students. By the faculty point of view. The easily the. Pressure will be handled to the faculty as well as the students.

Okay, so you’re emphasizing that quantum computing and related fields will boost students’ job placements and salaries. But when it comes to translating your industry network into real opportunities, can you give me an example of a specific company or partner you’ve worked with to arrange internships or placements for your students?

You mentioned mentoring students on research projects. Let’s talk about your teaching approach—how do you make sure your theory classes and lab sessions are both engaging and understandable for students at different levels?

Yes, the students is in three levels. The first is the export level. The students are using the. Adapting each and the a very environment they can execute very well. The second level is moderating level. Morality level is not like that. It will be little bit better. But the students have been understanding the real outcomes of the. Next to four years of engineering. And also next to 10 years of the vision and the mission will be saved by each and every. Students.

Alright, you're describing different student levels and how you try to address both experts and those at a more moderate level, focusing on long-term career goals. When you’re teaching, how do you structure your lectures or labs to make sure students who aren't at the top still stay engaged and actually master the material?

Back only it will be reached by high portion. Then next level is a low level. Very tough to handling the faculties. First weekend. Clear the subject. I'm completing the degree. Then only you can reach for. Next level of process. These are all the three levels of students. We can easily monitor and then executed. Both teaching in classrooms and labor. The mainly concentrated on. The level. Several students will be a very radical matter will be there. The level third is highly monitored. And then we will give the more valuable than the students.

Okay, you’ve broken down your approach for handling different student levels in both classroom and lab sessions, and you mentioned monitoring and giving extra value to those who need it most. Shifting to your research background—can you walk me through one of your recent research publications, focusing on the original contribution you made and why it was significant?

Yeah, in my recent series medical bench passing. And also I implemented in the medical image processing through the artificial lasers and machine learning technique. That's why I have specified in all. The direction of the classification of.

Alright, so you worked on medical image processing using machine learning—can you describe a challenge you faced during that research, maybe something technical or methodological, and how you overcame it?

And also we will concentrated on students, faculty, publication point of view. And students faculty proposal point of view. Both of them will be consolidated. It will be very easy for us.

You mentioned you’ve published in SCI, Scopus, and IEEE conferences, and that you’re involving both students and faculty in proposals. For your funded projects, how do you decide which students to involve as research assistants, and what’s your process for mentoring them through the research and publication cycle?

Some of the students are struggling in the basic fundamentals. Yes is absolutely correct. In this point of view, first we have we have loan for basic things. This is a very very important for important for the students background also. Because of many companies. Many of the members. Asking about the basic backgrounds only. In case of they are having the funding proposal. They have mainly for why you were implemented this area. And how you implemented this area? Everything will be there. This. It will be very easy. To be implemented the students point of view. But suddenly. I have teach the students. In real time point of view. For the implementation. For example, when students they can do for projects in. Logic. Over the projects this is the. Vehicles are moving very fast through the project. They each and the Everest students, they are doing the project. Go to the real world. And then sit the real world field. Then collecting the data from the real world field. Then only. They are implementing in the correct manner. That's why you. We have concentrated on basic things. And also the implementation point of view.

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

I'll see you in life.

And also.

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

You mentioned consolidating both student and faculty proposals during sessions, and that’s part of your process. Alright, Dr., we’re wrapping up. Is there anything you’d like to ask about the role or the team?

I have. By one of the coordinator of our institution of innovation ecosystem. Its a four years of project. The first year the all the students of our institution. We are implementing in the. I didn't in second year. Welcome 30th. You know. In Sparta. The four years of. The sparkle of competition based learning. I only organizing the hackathon. Its a year on process. Both academics and laboratory sessions. Unbalanced curriculum. And organizing the hackathon is. I have. It will be very easy for us.

If I have the opportunity. I have to save the video city also. Thank you.

You’ve organized hackathons and coordinated innovation projects over four years, involving both academics and labs. Alright, Dr., we’re wrapping up. Is there anything you’d like to ask about the role or the team?

You coordinated innovation activities and organized hackathons as part of a four-year project, which sounds like a significant leadership responsibility. Alright, Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

Whether I have shall I know the feedback of our process?

Right, you’re interested in feedback on the process. For this interview, I can’t provide detailed feedback right now, but I appreciate your engagement and openness throughout. Before we wrap up, Dr., is there anything you’d like to ask about the role or the team?

Uh, yes. My role and team What is the role of myself and the team?

Dr., your main responsibilities would include teaching both theory and lab sessions, mentoring students on projects and research, guiding them academically, and contributing to publications and departmental activities. The team is collaborative and works together to support curriculum delivery, research, and student success. Is there anything else you'd like to know?

Thank you, Sir. Thank you.