Hello.

Please start by introducing your professional journey in academia

Yeah. Thank you. I am back to giant shelter. I have completed my. See in 2017. From the University of North Bengal.

Yeah. Thank you. I am back to giant shelter. I have completed my. See in 2017. From the University of North Bengal. My main question was mathematics. I have completed the PBSC mathematics.

Yeah. Thank you. I am back to giant shelter. I have completed my. See in 2017. From the University of North Bengal. My main question was mathematics. I have completed the PBSC mathematics. Percentage was 63.6. I think I have completed my. Let's see in 2000. From IIT Kharagpur.

Alright, you said you completed your degree from the University of North Bengal in 2017—could you share what drew you into mathematics as an academic field?

Yeah. Thank you. I am back to giant shelter. I have completed my. See in 2017. From the University of North Bengal. My main question was mathematics. I have completed the PBSC mathematics. Percentage was 63.6. I think I have completed my. Let's see in 2000. From IIT Kharagpur. Rakat Kaya completed. I have qualified. Change Internet. And I I have benefited in PSG. In 2020. Happy night. LGBTQ another supervision of Abhishek Tanners.

Okay, so you completed your BSc in Mathematics from the University of North Bengal. Did you go straight into postgraduate studies after that, or did you take another route?

Yeah. Thank you. I am back to giant shelter. I have completed my. See in 2017. From the University of North Bengal. My main question was mathematics. I have completed the PBSC mathematics. Percentage was 63.6. I think I have completed my. Let's see in 2000. From IIT Kharagpur. Rakat Kaya completed. I have qualified. Change Internet. And I I have benefited in PSG. In 2020. Happy night. LGBTQ another supervision of Abhishek Tanners. My recent career is 6.3. And I have six reported. Politicians identify runners. International. And currently I am working in. Gulgatiya University. Stop November 2025.

Yeah. Thank you. I am back to giant shelter. I have completed my. See in 2017. From the University of North Bengal. My main question was mathematics. I have completed the PBSC mathematics. Percentage was 63.6. I think I have completed my. Let's see in 2000. From IIT Kharagpur. Rakat Kaya completed. I have qualified. Change Internet. And I I have benefited in PSG. In 2020. Happy night. LGBTQ another supervision of Abhishek Tanners. My recent career is 6.3. And I have six reported. Politicians identify runners. International. And currently I am working in. Gulgatiya University. Stop November 2025. I am highly interested to work. In GIT gadol.

Professor, let's talk a bit about your teaching experience. Can you describe a particular mathematics topic that you enjoy teaching, and tell me how you introduce it to students who might find it intimidating at first?

Okay, so you completed your BSc in Mathematics with 63.6 percent from North Bengal, then your MSc from IIT Kharagpur, and you mentioned doing research under Professor Abhishek Tanners. When you first started teaching, did you notice any common misconceptions students had about advanced mathematics, and how did you address them?

Dr., I noticed your recent publication, “Approximating fixed point results for pseudo-contractive map and some remarks on demi-contractive map in the Banach space,” in Computational and Applied Mathematics. How do you bring insights from this research into your teaching, especially when explaining abstract concepts like fixed points to undergraduate students?

Thank you.

Alright,

You mentioned having six international publications. Can you pick one of those papers and explain how you adapted its main findings when teaching advanced mathematics to your students?

Suppose I have. Journalist Banner. Contraction principle.

Suppose I have. Journalist Banner. Contraction principle. Into Shivaratri metric spaces.

Suppose I have. Journalist Banner. Contraction principle. Into Shivaratri metric spaces. That will.

So you're referencing the contraction principle from your publication. Can you walk me through how you present concepts like the contraction mapping theorem to students who may not have a strong background in analysis?

Suppose I have. Journalist Banner. Contraction principle. Into Shivaratri metric spaces. That will. And I just. Different type of. Extended matrix facing.

Mm-hmm.

Suppose I have. Journalist Banner. Contraction principle. Into Shivaratri metric spaces. That will. And I just. Different type of. Extended matrix facing. Or there is a result in. Hilbert space.

Mm-hmm.

Suppose I have. Journalist Banner. Contraction principle. Into Shivaratri metric spaces. That will. And I just. Different type of. Extended matrix facing. Or there is a result in. Hilbert space. Augustus, the balance is the. That. The. On the previous one.

Suppose I have. Journalist Banner. Contraction principle. Into Shivaratri metric spaces. That will. And I just. Different type of. Extended matrix facing. Or there is a result in. Hilbert space. Augustus, the balance is the. That. The. On the previous one. Serious many applications character.

So you focused on extending the contraction principle to different types of metric spaces in your publication. When presenting this to undergraduates who aren't familiar with advanced fixed point theory, how do you decide what background knowledge is essential to cover first?

Suppose I have. Journalist Banner. Contraction principle. Into Shivaratri metric spaces. That will. And I just. Different type of. Extended matrix facing. Or there is a result in. Hilbert space. Augustus, the balance is the. That. The. On the previous one. Serious many applications character. The factor analysis is also an important in. Medical Sciences.

So you're referencing the contraction principle from your publication. Can you walk me through how you present concepts like the contraction mapping theorem to students who may not have a strong background in advanced analysis?

Okay, so you took results about the contraction principle and extended them to new types of metric spaces—interesting. When you explain something like a generalized contraction principle to students who haven't seen Hilbert spaces before, how do you help them build intuition for what's really happening?

Alright, Dr., let's turn to your research vision. Given your work in fixed point theory and its applications, where do you see the most fundable research directions over the next few years? Which specific grants or agencies would you target to support that work?

So you’re connecting the contraction principle’s applications to areas like factor analysis in medical sciences. But to make those ideas fundable, what kind of external grants or industry partnerships do you think would actually support this line of research?

No, basically it supports. Thunderstream. And medical senses.

Alright. Switching gears to teaching—suppose you’re running an advanced mathematics course with a large class, but you’re not allowed to use slides or just lecture at the board. How would you actively engage students, especially those with different learning styles, so they actually work with the material instead of just listening?

A more technical issue.

A more technical issue. You can answer the next question.

Thanks for letting me know, Dr. If you’re all set now, let’s shift to pedagogy. You’re teaching an advanced mathematics class with a mix of backgrounds, and slides aren’t allowed. How would you design an in-class activity that gets even the quieter students actively working with the material, not just listening?

Alright.

So. Sing a song.

Alright, Dr., let’s shift to your role in the department. Accreditation cycles can be pretty demanding—if you joined our department and found that outcome assessment data was inconsistent across math courses, how would you approach fixing that?

So. Sing a song. And. So. Play Radio Su. Sing for me can. Yes to my son.

Alright, Dr., I heard you mention singing and radio as engagement tools, which is definitely creative. But let's get practical — if you had to demonstrate a core mathematical concept like eigenvalues to that large, diverse class, without using slides or lectures, what specific activity or method would you use to make sure everyone really grasps it?

The concept in the metrics and. Determinant this is. It's the dominant. 30 square meters. 1st SO. We cannot. Rejecting the metrics.

The concept in the metrics and. Determinant this is. It's the dominant. 30 square meters. 1st SO. We cannot. Rejecting the metrics. The square matrix. And after that? So I can tell you some of the I can tell those.

The concept in the metrics and. Determinant this is. It's the dominant. 30 square meters. 1st SO. We cannot. Rejecting the metrics. The square matrix. And after that? So I can tell you some of the I can tell those. The place of the. And. Start Purple Tiger new song.

Okay, you started to touch on determinants and square matrices, but I didn't quite catch how you'd make the concept stick for the students. Can you give me a step-by-step walk-through of how you'd turn that into an interactive class session—what would students actually be doing, and how would you know if it worked?

The concept in the metrics and. Determinant this is. It's the dominant. 30 square meters. 1st SO. We cannot. Rejecting the metrics. The square matrix. And after that? So I can tell you some of the I can tell those. The place of the. And. Start Purple Tiger new song. Determinant theorem. Hope the Vetrix. As many applications. Is for example selecting Mat.

Alright, you were starting to explain the connection between determinants, square matrices, and eigenvalues, but I need more clarity—can you walk me through a hands-on activity or demonstration you’d use, step by step, to help students really internalize the concept during that session?

The concept in the metrics and. Determinant this is. It's the dominant. 30 square meters. 1st SO. We cannot. Rejecting the metrics. The square matrix. And after that? So I can tell you some of the I can tell those. The place of the. And. Start Purple Tiger new song. Determinant theorem. Hope the Vetrix. As many applications. Is for example selecting Mat. This has only. Tomorrow I can do this. I can. And the metrics does not have a. Switch to Jio again. Hudug. Suppose we are. Check the matrix, similar or not. One way check that. If you have to say that. Matrix single. But converse is not The Carol BPD Jackson Internet Speed. Slight, not good. Repeat it.

Okay, you started to touch on determinants and square matrices, but I didn't quite catch how you'd make the concept stick for the students. Can you give me a step-by-step walk-through of how you'd turn those ideas into something hands-on or interactive, so your students actually understand what eigenvalues mean in practice?

Okay, you’ve talked through determinants, square matrices, and some applications, but let’s pivot. Accreditation cycles can be pretty demanding—if you joined our department and found that outcome assessment data was inconsistent across math courses, how would you approach fixing that?

The Carol BPD Jackson Internet Speed. Slight, not good. Repeat it. In Palestine, I cannot get the point.

Sure, let me repeat. Accreditation cycles can be pretty demanding—if you joined our department and found that outcome assessment data was inconsistent across math courses, how would you approach fixing that?

Sure, I'll repeat my last question. Accreditation cycles can be pretty demanding — if you joined our department and found that outcome assessment data was inconsistent across math courses, how would you approach fixing that?

I don't have an eye. Dear on it actually I'm not getting the question actually. Jakkan, please. Move forward to the next question.

Alright, Dr., let's shift focus. Imagine a student files a formal complaint accusing you of grading unfairly, while your department head tells you privately they're under pressure to improve pass rates this semester. How would you handle the situation, balancing fairness to the student, institutional expectations, and your own academic integrity?

Ayurveda students would politely and. And I will give him more time.

Ayurveda students would politely and. And I will give him more time. An attention. To upgrade the student. So that you can ask any question.

Ayurveda students would politely and. And I will give him more time. An attention. To upgrade the student. So that you can ask any question. Without any hesitation.

Dr., given your expertise in supply chain management and advanced statistical methods, do you have any industry connections or past collaborations that could translate into internships or placement opportunities for our students?

Ayurveda students would politely and. And I will give him more time. An attention. To upgrade the student. So that you can ask any question. Without any hesitation. And I can solve her.

Ayurveda students would politely and. And I will give him more time. An attention. To upgrade the student. So that you can ask any question. Without any hesitation. And I can solve her. So gradually it will become. The better if I. Is the student friendly? With real life applications.

You’d give the student extra time and attention—got it. But say the department head directly asks you to raise a borderline student’s grade to meet targets, and you believe the grade is fair. Would you change it, or how would you respond?

You’d respond politely and give the student more time and attention to help them feel comfortable asking questions, but let’s consider a tougher scenario. If the department head directly asked you to raise a borderline student’s grade to meet targets—and you believed the original grade was fair—would you agree, or stand firm? Why?

Ayurveda students would politely and. And I will give him more time. An attention. To upgrade the student. So that you can ask any question. Without any hesitation. And I can solve her. So gradually it will become. The better if I. Is the student friendly? With real life applications. And simple simple examples. Give me one's words. In his focus on the focus.

You mentioned giving students extra time and encouraging questions to address complaints—so you’re clearly focused on student support. Switching gears a bit, can you walk me through one specific student project or thesis you’ve guided, and how you helped that student connect their work to current research in mathematics?

Ayurveda students would politely and. And I will give him more time. An attention. To upgrade the student. So that you can ask any question. Without any hesitation. And I can solve her. So gradually it will become. The better if I. Is the student friendly? With real life applications. And simple simple examples. Give me one's words. In his focus on the focus. Officialise from the At this time I could.

You mentioned supporting students with extra time and real-life applications to help them learn, which shows you value accessibility. Shifting to research, can you describe one of your recent industry collaborations or consultancy projects and how your mathematical expertise directly contributed to solving a real-world problem?

You emphasized giving students more time and real-life examples to help them improve, which shows you prioritize accessibility. Switching gears, can you describe a recent project where you guided a student or group through a mathematics research topic—from initial idea to final presentation? What was your approach, and how did you support them at each stage?

At this time I could. Can you please move forward to the next question? So I understand. They shouldn't appear for the interview So I understand. They shouldn't appear for the interview. Uh, which was scheduled on 24th April So I understand. They shouldn't appear for the interview. Uh, which was scheduled on 24th April. Good. Am I qualified in this round? So what? What is the procedure?

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

So I understand. They shouldn't appear for the interview. Uh, which was scheduled on 24th April. Good. Am I qualified in this round? So what? What is the procedure? No, I mean. There there was an interview on 24 FPS. So if I'm not qualified here. Should I go there? What kind of? System is there.

Dr., I can’t comment on your qualification status or the outcome of this round—that’s handled by the search committee as a whole. As for the next steps, after all interviews are completed, the committee will review all candidates and reach out regarding the results or any further requirements. Is there anything else you’d like to ask about the role or our team?