Hello.

Please start by introducing your professional journey in academia

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi.

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi. And thereafter I went to Nanyang Techn. University, Singapore. For my. We first first post talk and. After 1 1/2 year, I. To another post doc in. That was at. Institute of Photonic Sciences. In Barcelona.

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi. And thereafter I went to Nanyang Techn. University, Singapore. For my. We first first post talk and. After 1 1/2 year, I. To another post doc in. That was at. Institute of Photonic Sciences. In Barcelona. And. Most of my. Post-doc journey. Is UH in the field of UH? Biomedical Optics.

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi. And thereafter I went to Nanyang Techn. University, Singapore. For my. We first first post talk and. After 1 1/2 year, I. To another post doc in. That was at. Institute of Photonic Sciences. In Barcelona. And. Most of my. Post-doc journey. Is UH in the field of UH? Biomedical Optics. And my most recent? Stokes at at. In the due to photonics.

Okay, you mentioned your master's degree but I didn't catch the full details — which university was that, and what was your main area of focus?

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi. And thereafter I went to Nanyang Techn. University, Singapore. For my. We first first post talk and. After 1 1/2 year, I. To another post doc in. That was at. Institute of Photonic Sciences. In Barcelona. And. Most of my. Post-doc journey. Is UH in the field of UH? Biomedical Optics. And my most recent? Stokes at at. In the due to photonics. Is mostly related to the. Development of. More dynamic monitoring. It's evasive, Uh, deep.

So after your time in Singapore, you went to Barcelona for another postdoc at the Institute of Photonic Sciences. What was your main research focus during that period?

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi. And thereafter I went to Nanyang Techn. University, Singapore. For my. We first first post talk and. After 1 1/2 year, I. To another post doc in. That was at. Institute of Photonic Sciences. In Barcelona. And. Most of my. Post-doc journey. Is UH in the field of UH? Biomedical Optics. And my most recent? Stokes at at. In the due to photonics. Is mostly related to the. Development of. More dynamic monitoring. It's evasive, Uh, deep. My in. Is ranged from. Device first the feasibility study of. Of you different? Different components such as cameras and lasers. Fully. Fully characterized. And when feasibility? The status is. Good. And then we started developing product. That the types. And uh. Bench basically buy 3D. And uh. Those things. And then? Made a fully developed prototype.

Alright, so your postdoc work has mostly focused on biomedical optics. If you had to explain the core of your biomedical optics research to an undergraduate student, how would you break it down for them?

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi. And thereafter I went to Nanyang Techn. University, Singapore. For my. We first first post talk and. After 1 1/2 year, I. To another post doc in. That was at. Institute of Photonic Sciences. In Barcelona. And. Most of my. Post-doc journey. Is UH in the field of UH? Biomedical Optics. And my most recent? Stokes at at. In the due to photonics. Is mostly related to the. Development of. More dynamic monitoring. It's evasive, Uh, deep. My in. Is ranged from. Device first the feasibility study of. Of you different? Different components such as cameras and lasers. Fully. Fully characterized. And when feasibility? The status is. Good. And then we started developing product. That the types. And uh. Bench basically buy 3D. And uh. Those things. And then? Made a fully developed prototype. And then we scaled the prototype to. Uh, Mike was. Development. Optical and. Uh, my training.

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi. And thereafter I went to Nanyang Techn. University, Singapore. For my. We first first post talk and. After 1 1/2 year, I. To another post doc in. That was at. Institute of Photonic Sciences. In Barcelona. And. Most of my. Post-doc journey. Is UH in the field of UH? Biomedical Optics. And my most recent? Stokes at at. In the due to photonics. Is mostly related to the. Development of. More dynamic monitoring. It's evasive, Uh, deep. My in. Is ranged from. Device first the feasibility study of. Of you different? Different components such as cameras and lasers. Fully. Fully characterized. And when feasibility? The status is. Good. And then we started developing product. That the types. And uh. Bench basically buy 3D. And uh. Those things. And then? Made a fully developed prototype. And then we scaled the prototype to. Uh, Mike was. Development. Optical and. Uh, my training. And uh. Software developments and. I use the hardware. I did the hardware.

You mentioned your research in biomedical optics and photonics. When you're teaching a new group of students, what's one foundational concept or experiment in this area that you find most rewarding to explain, and why?

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi. And thereafter I went to Nanyang Techn. University, Singapore. For my. We first first post talk and. After 1 1/2 year, I. To another post doc in. That was at. Institute of Photonic Sciences. In Barcelona. And. Most of my. Post-doc journey. Is UH in the field of UH? Biomedical Optics. And my most recent? Stokes at at. In the due to photonics. Is mostly related to the. Development of. More dynamic monitoring. It's evasive, Uh, deep. My in. Is ranged from. Device first the feasibility study of. Of you different? Different components such as cameras and lasers. Fully. Fully characterized. And when feasibility? The status is. Good. And then we started developing product. That the types. And uh. Bench basically buy 3D. And uh. Those things. And then? Made a fully developed prototype. And then we scaled the prototype to. Uh, Mike was. Development. Optical and. Uh, my training. And uh. Software developments and. I use the hardware. I did the hardware. The Chris, uh. For correct. Is I did the characteristical? Vehicle characterization. This is for and. Uh, accuracy.

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi. And thereafter I went to Nanyang Techn. University, Singapore. For my. We first first post talk and. After 1 1/2 year, I. To another post doc in. That was at. Institute of Photonic Sciences. In Barcelona. And. Most of my. Post-doc journey. Is UH in the field of UH? Biomedical Optics. And my most recent? Stokes at at. In the due to photonics. Is mostly related to the. Development of. More dynamic monitoring. It's evasive, Uh, deep. My in. Is ranged from. Device first the feasibility study of. Of you different? Different components such as cameras and lasers. Fully. Fully characterized. And when feasibility? The status is. Good. And then we started developing product. That the types. And uh. Bench basically buy 3D. And uh. Those things. And then? Made a fully developed prototype. And then we scaled the prototype to. Uh, Mike was. Development. Optical and. Uh, my training. And uh. Software developments and. I use the hardware. I did the hardware. The Chris, uh. For correct. Is I did the characteristical? Vehicle characterization. This is for and. Uh, accuracy. And then after after that. We did. We did started up. And set them to different universities. Uh, to to do.

You led the development of devices like the Rhytmion and Brilho, and your recent publication in Biomedical Optics Express covers on-skin camera modules for spectroscopy. How did your hands-on research with these devices influence the way you design lab experiences for students?

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi. And thereafter I went to Nanyang Techn. University, Singapore. For my. We first first post talk and. After 1 1/2 year, I. To another post doc in. That was at. Institute of Photonic Sciences. In Barcelona. And. Most of my. Post-doc journey. Is UH in the field of UH? Biomedical Optics. And my most recent? Stokes at at. In the due to photonics. Is mostly related to the. Development of. More dynamic monitoring. It's evasive, Uh, deep. My in. Is ranged from. Device first the feasibility study of. Of you different? Different components such as cameras and lasers. Fully. Fully characterized. And when feasibility? The status is. Good. And then we started developing product. That the types. And uh. Bench basically buy 3D. And uh. Those things. And then? Made a fully developed prototype. And then we scaled the prototype to. Uh, Mike was. Development. Optical and. Uh, my training. And uh. Software developments and. I use the hardware. I did the hardware. The Chris, uh. For correct. Is I did the characteristical? Vehicle characterization. This is for and. Uh, accuracy. And then after after that. We did. We did started up. And set them to different universities. Uh, to to do. It's basically. You can ask.

My name is Manish Verma and. I masters in. From university. And from India? Institute of. New Delhi. And thereafter I went to Nanyang Techn. University, Singapore. For my. We first first post talk and. After 1 1/2 year, I. To another post doc in. That was at. Institute of Photonic Sciences. In Barcelona. And. Most of my. Post-doc journey. Is UH in the field of UH? Biomedical Optics. And my most recent? Stokes at at. In the due to photonics. Is mostly related to the. Development of. More dynamic monitoring. It's evasive, Uh, deep. My in. Is ranged from. Device first the feasibility study of. Of you different? Different components such as cameras and lasers. Fully. Fully characterized. And when feasibility? The status is. Good. And then we started developing product. That the types. And uh. Bench basically buy 3D. And uh. Those things. And then? Made a fully developed prototype. And then we scaled the prototype to. Uh, Mike was. Development. Optical and. Uh, my training. And uh. Software developments and. I use the hardware. I did the hardware. The Chris, uh. For correct. Is I did the characteristical? Vehicle characterization. This is for and. Uh, accuracy. And then after after that. We did. We did started up. And set them to different universities. Uh, to to do. It's basically. You can ask. Are you there?

Right, let's shift gears. Given your work in biomedical optics and photonics, where do you see the most fundable research directions over the next three years? Which grants or funding agencies would you target to support that work?

Okay, so you took the prototype all the way through scaling and optical development. Given that hands-on experience, how do you plan to leverage your publication record to mentor students at VIT University in writing and submitting their first research papers for reputed journals?

Alright, Professor, let's talk teaching. Given your background in embedded systems and photonics, how would you design a class session for 200 students where you couldn't use slides—what would you do to keep everyone engaged and make the concepts stick?

Alright, so you handled everything from feasibility studies to hardware and software development, and even did detailed characterization for accuracy. When you bring that kind of hands-on process into your teaching, how do you make sure students of all backgrounds can actually get involved and not just watch you do it at the front?

So you took those prototypes, did detailed characterization for accuracy, and then started distributing them to other universities. If you were teaching a large Embedded Systems course at VIT with students at very different levels, what specific pedagogical innovation would you introduce to make sure both advanced and struggling students stay engaged and actually learn from hands-on experiments?

Alright, you mentioned sending your developed prototypes to different universities for use—that's a pretty collaborative approach. How do you design evaluation methods to accurately assess both technical and practical competencies for students in theory and lab courses, especially when they're working with real hardware or systems you helped develop?

Right, you were describing how you started distributing your developed prototypes to other universities for use and research. You mentioned I could ask—so I’d like to hear more: when you designed the protocols for these collaborations, how did you ensure that students at the partner universities could get hands-on experience and not just theoretical exposure?

Yeah, so. First of all, I also. In people or in our group? For example before. To do software development. Uh uh, to do. What I did there?

Yeah, so. First of all, I also. In people or in our group? For example before. To do software development. Uh uh, to do. What I did there? And also. Optical experience and how to use that. The all the. Device manuals and. Mentioned every step how to? How to program? How to start the?

Yeah, so. First of all, I also. In people or in our group? For example before. To do software development. Uh uh, to do. What I did there? And also. Optical experience and how to use that. The all the. Device manuals and. Mentioned every step how to? How to program? How to start the? How to calculate? How to calibrate it?

Yeah, so. First of all, I also. In people or in our group? For example before. To do software development. Uh uh, to do. What I did there? And also. Optical experience and how to use that. The all the. Device manuals and. Mentioned every step how to? How to program? How to start the? How to calculate? How to calibrate it? And how to take data? We also sent. We also there. Our team members also go there with. And trained the all the school. Send and post post. Here to shows. Showed them involves. How to? How to?

You were describing how you had students in your group do software development for the prototypes. Let's switch gears a bit — at VIT University, you’ll be teaching both theory and lab courses. How do you design evaluation methods that actually assess whether students have mastered the practical aspects, not just the theory?

Yeah, so. First of all, I also. In people or in our group? For example before. To do software development. Uh uh, to do. What I did there? And also. Optical experience and how to use that. The all the. Device manuals and. Mentioned every step how to? How to program? How to start the? How to calculate? How to calibrate it? And how to take data? We also sent. We also there. Our team members also go there with. And trained the all the school. Send and post post. Here to shows. Showed them involves. How to? How to? Other people, basically. We also develop protocols. For example, we. The protocol was the musculoskeletal. Collision test protocol.

Yeah, so. First of all, I also. In people or in our group? For example before. To do software development. Uh uh, to do. What I did there? And also. Optical experience and how to use that. The all the. Device manuals and. Mentioned every step how to? How to program? How to start the? How to calculate? How to calibrate it? And how to take data? We also sent. We also there. Our team members also go there with. And trained the all the school. Send and post post. Here to shows. Showed them involves. How to? How to? Other people, basically. We also develop protocols. For example, we. The protocol was the musculoskeletal. Collision test protocol. And the healthy volunteers. We did the the arms. There, for example, we put the pro. On on the. One of the forum and. We also put a. A cup from. System and. And there there was. Protocols, for example with. Baseline.

So you provided detailed manuals and step-by-step programming instructions to help your group members get hands-on with both the software and the optical setup. When you roll that out to a larger, more diverse student group—how do you actually measure if students are building genuine practical skill, not just following steps by rote?

Yeah, so. First of all, I also. In people or in our group? For example before. To do software development. Uh uh, to do. What I did there? And also. Optical experience and how to use that. The all the. Device manuals and. Mentioned every step how to? How to program? How to start the? How to calculate? How to calibrate it? And how to take data? We also sent. We also there. Our team members also go there with. And trained the all the school. Send and post post. Here to shows. Showed them involves. How to? How to? Other people, basically. We also develop protocols. For example, we. The protocol was the musculoskeletal. Collision test protocol. And the healthy volunteers. We did the the arms. There, for example, we put the pro. On on the. One of the forum and. We also put a. A cup from. System and. And there there was. Protocols, for example with. Baseline. And pressure. Of the cuff, but. The the school. So choose protocol.

Alright, so you made sure to write step-by-step manuals and really walk your group members through programming, setup, and calibration — that's solid scaffolding for small groups. But at VIT, you might have to handle a large Embedded Systems course with students at very different levels, some with no hands-on background at all. What specific pedagogical innovation would you introduce to make sure even the less experienced students can meaningfully engage with the lab component, not just watch or follow recipes?

Yeah, so. First of all, I also. In people or in our group? For example before. To do software development. Uh uh, to do. What I did there? And also. Optical experience and how to use that. The all the. Device manuals and. Mentioned every step how to? How to program? How to start the? How to calculate? How to calibrate it? And how to take data? We also sent. We also there. Our team members also go there with. And trained the all the school. Send and post post. Here to shows. Showed them involves. How to? How to? Other people, basically. We also develop protocols. For example, we. The protocol was the musculoskeletal. Collision test protocol. And the healthy volunteers. We did the the arms. There, for example, we put the pro. On on the. One of the forum and. We also put a. A cup from. System and. And there there was. Protocols, for example with. Baseline. And pressure. Of the cuff, but. The the school. So choose protocol. They just file. The text file you. You can mention. And the the pressure. Protocol. Protocol format. And uh. Thereafter. Thereafter. And download the raw data acquired. We also developed the scripts to. Is the data. In Python. Basically. They they have to. Put the, put the. Folder the. Important, it will analyze the data. The interest? Uploads which are. Which are useful for the information. On the other SO. Or bug there?

Okay, so you emphasized detailed manuals and sent your team members along to train the students directly on setup and calibration. When it comes to evaluating whether these hands-on activities actually help students learn—how do you design assessments or exams that capture their real technical and practical competence, not just their ability to follow instructions?

Yeah, so. First of all, I also. In people or in our group? For example before. To do software development. Uh uh, to do. What I did there? And also. Optical experience and how to use that. The all the. Device manuals and. Mentioned every step how to? How to program? How to start the? How to calculate? How to calibrate it? And how to take data? We also sent. We also there. Our team members also go there with. And trained the all the school. Send and post post. Here to shows. Showed them involves. How to? How to? Other people, basically. We also develop protocols. For example, we. The protocol was the musculoskeletal. Collision test protocol. And the healthy volunteers. We did the the arms. There, for example, we put the pro. On on the. One of the forum and. We also put a. A cup from. System and. And there there was. Protocols, for example with. Baseline. And pressure. Of the cuff, but. The the school. So choose protocol. They just file. The text file you. You can mention. And the the pressure. Protocol. Protocol format. And uh. Thereafter. Thereafter. And download the raw data acquired. We also developed the scripts to. Is the data. In Python. Basically. They they have to. Put the, put the. Folder the. Important, it will analyze the data. The interest? Uploads which are. Which are useful for the information. On the other SO. Or bug there? Then also. Like. And. The binary. To them and they just. Just have to replace 13. In folder and we all. How to update the software to to? There so. The system. Analysis So. Monitor the health of the system like. It's uh. Whether it's working well or not.

Alright, so you actually sent team members along with the device and wrote out detailed protocols, including things like the musculoskeletal collision test. That’s a pretty hands-on approach. Let me pivot a bit—imagine you’re teaching a large Embedded Systems course at VIT, and you can’t rely on slides or lectures. What’s one innovative, student-centered activity you’d use to get everyone actively engaging with the material?

Yeah, so. First of all, I also. In people or in our group? For example before. To do software development. Uh uh, to do. What I did there? And also. Optical experience and how to use that. The all the. Device manuals and. Mentioned every step how to? How to program? How to start the? How to calculate? How to calibrate it? And how to take data? We also sent. We also there. Our team members also go there with. And trained the all the school. Send and post post. Here to shows. Showed them involves. How to? How to? Other people, basically. We also develop protocols. For example, we. The protocol was the musculoskeletal. Collision test protocol. And the healthy volunteers. We did the the arms. There, for example, we put the pro. On on the. One of the forum and. We also put a. A cup from. System and. And there there was. Protocols, for example with. Baseline. And pressure. Of the cuff, but. The the school. So choose protocol. They just file. The text file you. You can mention. And the the pressure. Protocol. Protocol format. And uh. Thereafter. Thereafter. And download the raw data acquired. We also developed the scripts to. Is the data. In Python. Basically. They they have to. Put the, put the. Folder the. Important, it will analyze the data. The interest? Uploads which are. Which are useful for the information. On the other SO. Or bug there? Then also. Like. And. The binary. To them and they just. Just have to replace 13. In folder and we all. How to update the software to to? There so. The system. Analysis So. Monitor the health of the system like. It's uh. Whether it's working well or not. We also. Uh. If. It's like the. Was developing I. And then? Shifted to. So we have to. Multi by. Say that OK. Also the same. It was. At our own place.

Yeah, so. First of all, I also. In people or in our group? For example before. To do software development. Uh uh, to do. What I did there? And also. Optical experience and how to use that. The all the. Device manuals and. Mentioned every step how to? How to program? How to start the? How to calculate? How to calibrate it? And how to take data? We also sent. We also there. Our team members also go there with. And trained the all the school. Send and post post. Here to shows. Showed them involves. How to? How to? Other people, basically. We also develop protocols. For example, we. The protocol was the musculoskeletal. Collision test protocol. And the healthy volunteers. We did the the arms. There, for example, we put the pro. On on the. One of the forum and. We also put a. A cup from. System and. And there there was. Protocols, for example with. Baseline. And pressure. Of the cuff, but. The the school. So choose protocol. They just file. The text file you. You can mention. And the the pressure. Protocol. Protocol format. And uh. Thereafter. Thereafter. And download the raw data acquired. We also developed the scripts to. Is the data. In Python. Basically. They they have to. Put the, put the. Folder the. Important, it will analyze the data. The interest? Uploads which are. Which are useful for the information. On the other SO. Or bug there? Then also. Like. And. The binary. To them and they just. Just have to replace 13. In folder and we all. How to update the software to to? There so. The system. Analysis So. Monitor the health of the system like. It's uh. Whether it's working well or not. We also. Uh. If. It's like the. Was developing I. And then? Shifted to. So we have to. Multi by. Say that OK. Also the same. It was. At our own place. The data quality and those.

So you established the protocol for the musculoskeletal collision test and gave step-by-step instructions for setup, like putting the probe on the forearm and capturing the baseline. When students or other users followed these protocols, how did you check that they truly understood the underlying principles, rather than just executing the procedure mechanically?

So you mentioned protocols and sending your team to train others, but I'd like to hear a bit more detail—can you walk me through a specific example where you personally mentored a student or group through designing and executing a research project, from the initial idea through to data collection and analysis?

Okay, so you not only created protocols and scripts but also automated the analysis steps in Python, making it easier for students to process their own data. That kind of structure can really help with reproducibility. Now, stepping back from the technical side—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?

So you automated quite a bit, from protocol scripts to system health monitoring and even software updates—that's a lot of support to keep things running smoothly for students. Beyond the technical and research side, what role do you see yourself playing in department-level governance, like curriculum committees or program reviews?

Alright, so you made sure the students had detailed manuals, scripts for analysis, and even tools for monitoring and updating the system—definitely comprehensive. Now, let’s talk about a common ethical dilemma: suppose a student files a formal complaint alleging your grading is biased, but at the same time, your department head is pushing you to improve pass rates this semester. How would you handle that situation?

You were talking about keeping data quality consistent across sites, even as protocols and scripts evolve. That brings up a real-world ethical tension: imagine a student files a formal complaint saying your grading was unfair, but at the same time, your department head is pressuring you to increase the pass rate this term. How would you handle that situation?

Well, we will reevaluate the. Deal test.

Well, we will reevaluate the. Deal test. And by different people.

Well, we will reevaluate the. Deal test. And by different people. For example. In the department or something like other department as well?

Okay, you'd reevaluate the deal test—can you be more specific about what that process would look like? For instance, would you involve another faculty member, or communicate directly with the student?

Well, we will reevaluate the. Deal test. And by different people. For example. In the department or something like other department as well? From the same technical background. And by. Seeing board from all of them. And the. Evaluation can make. There are two two-part. The candidate or not?

Okay, noted.

Okay, so you’d bring in other faculty, maybe even from outside your department, to re-evaluate the exam. Suppose the department head pushes back and says, “We can’t afford to fail this many students—just adjust the marks.” How would you respond in that moment?

Alright, so you’d bring in other faculty, maybe even from outside your department, to re-evaluate the exam. Suppose the department head pushes back and says, “We can’t afford to fail this many students—just adjust the grades.” How would you respond in that moment?

Well, we. Take a brief discuss. Did it And uh. To see that why he, uh, couldn't, uh, do. Or difficulty with him.

Well, we. Take a brief discuss. Did it And uh. To see that why he, uh, couldn't, uh, do. Or difficulty with him. And based on. It's. Regarding the. For example, and then. We can decide. Candidate The. Is will do better? Faster. Time or not.

Well, we. Take a brief discuss. Did it And uh. To see that why he, uh, couldn't, uh, do. Or difficulty with him. And based on. It's. Regarding the. For example, and then. We can decide. Candidate The. Is will do better? Faster. Time or not. So but. Emails to. So specific question.

Okay, so you’d look into the student’s specific challenges and try to understand their situation more closely. But if the department head insists you raise grades across the board regardless of individual cases, what would you do to uphold academic standards without escalating the conflict?

Given your experience with biomedical optics and device development, do you have any industry connections—perhaps from your time in Singapore or Barcelona—that could help VIT students access internships or placements in relevant companies?

Alright, so you'd look into the student's specific challenges and try to understand their situation more closely. But if the department head insists you raise grades across the board regardless of individual merit, would you comply, or would you push back to maintain academic standards?

Well, we. Take a brief discuss. Did it And uh. To see that why he, uh, couldn't, uh, do. Or difficulty with him. And based on. It's. Regarding the. For example, and then. We can decide. Candidate The. Is will do better? Faster. Time or not. So but. Emails to. So specific question. And. Spending cancer? We can. We can do that. You can ask. Questions.

Okay, you mentioned bringing in colleagues to review and discuss the student's case, and possibly contacting them directly to understand the difficulties. To get concrete—can you give me one example of an industry partnership or real company project from your career that you could bring into your teaching at VIT to help students see how theory translates into actual engineering practice?

Well. I would. Give example of the the the. The theory. And the the. They do. Is that we? Building on SO. For example our. Interaction of light. Side that issues so. When a hearing flooded light. Ranging from 700 to. Does nanometers. Most of. The. Of the absorption. So basically, tissues likes to. Look the shorter wavelength. Uh, mot. So, so more. No, the light is. Ring and also. Is absorption of light so. When the light. So so light track. Inside the issue. It goes direction. Keep the specific detector added. At a distance from at some. UH-2. In the direction.

Well. I would. Give example of the the the. The theory. And the the. They do. Is that we? Building on SO. For example our. Interaction of light. Side that issues so. When a hearing flooded light. Ranging from 700 to. Does nanometers. Most of. The. Of the absorption. So basically, tissues likes to. Look the shorter wavelength. Uh, mot. So, so more. No, the light is. Ring and also. Is absorption of light so. When the light. So so light track. Inside the issue. It goes direction. Keep the specific detector added. At a distance from at some. UH-2. In the direction. So we. See that? Uh. The light is. To the detector. And these light. Because of the continuous scattering and. Is lights, uh. Like. Encounter some. Popular effect. And because of this Doppler effect the the light. Starts decorrelating.

Well. I would. Give example of the the the. The theory. And the the. They do. Is that we? Building on SO. For example our. Interaction of light. Side that issues so. When a hearing flooded light. Ranging from 700 to. Does nanometers. Most of. The. Of the absorption. So basically, tissues likes to. Look the shorter wavelength. Uh, mot. So, so more. No, the light is. Ring and also. Is absorption of light so. When the light. So so light track. Inside the issue. It goes direction. Keep the specific detector added. At a distance from at some. UH-2. In the direction. So we. See that? Uh. The light is. To the detector. And these light. Because of the continuous scattering and. Is lights, uh. Like. Encounter some. Popular effect. And because of this Doppler effect the the light. Starts decorrelating. It was a. And then when it comes out. Get slightly decorated. And the one. Is to put a fast detector. Expensive. For example, a single photon detector we. Edge of the photon. And we can derive. The the the autocorrelation. And. So but. The there are some. With this. So most of the. But they are fast.

Well. I would. Give example of the the the. The theory. And the the. They do. Is that we? Building on SO. For example our. Interaction of light. Side that issues so. When a hearing flooded light. Ranging from 700 to. Does nanometers. Most of. The. Of the absorption. So basically, tissues likes to. Look the shorter wavelength. Uh, mot. So, so more. No, the light is. Ring and also. Is absorption of light so. When the light. So so light track. Inside the issue. It goes direction. Keep the specific detector added. At a distance from at some. UH-2. In the direction. So we. See that? Uh. The light is. To the detector. And these light. Because of the continuous scattering and. Is lights, uh. Like. Encounter some. Popular effect. And because of this Doppler effect the the light. Starts decorrelating. It was a. And then when it comes out. Get slightly decorated. And the one. Is to put a fast detector. Expensive. For example, a single photon detector we. Edge of the photon. And we can derive. The the the autocorrelation. And. So but. The there are some. With this. So most of the. But they are fast. And finally they. Little they are made. Only made. A single speckled so. Want the highest? The measure of spell spell. Multiple speckles, but then. Uh, be Dec. So we'll keep but the the. To the will be low. So. To to uh. To better is. Cell detector.

So you’d use the example of how tissue absorbs and scatters different wavelengths of light to connect real experiments with the underlying physics. Have you ever actually brought a company or research lab’s prototype device like that into a classroom or lab for students to use, or would this be something new at VIT?

Well. I would. Give example of the the the. The theory. And the the. They do. Is that we? Building on SO. For example our. Interaction of light. Side that issues so. When a hearing flooded light. Ranging from 700 to. Does nanometers. Most of. The. Of the absorption. So basically, tissues likes to. Look the shorter wavelength. Uh, mot. So, so more. No, the light is. Ring and also. Is absorption of light so. When the light. So so light track. Inside the issue. It goes direction. Keep the specific detector added. At a distance from at some. UH-2. In the direction. So we. See that? Uh. The light is. To the detector. And these light. Because of the continuous scattering and. Is lights, uh. Like. Encounter some. Popular effect. And because of this Doppler effect the the light. Starts decorrelating. It was a. And then when it comes out. Get slightly decorated. And the one. Is to put a fast detector. Expensive. For example, a single photon detector we. Edge of the photon. And we can derive. The the the autocorrelation. And. So but. The there are some. With this. So most of the. But they are fast. And finally they. Little they are made. Only made. A single speckled so. Want the highest? The measure of spell spell. Multiple speckles, but then. Uh, be Dec. So we'll keep but the the. To the will be low. So. To to uh. To better is. Cell detector. So we. And these pixel sizes are small, so. Or speckles. Like point of time. And that's if. OK, single square detectors. And at the coast? Nowadays, see that. In the market these. Those are dirt cheap. So Bas. From $10 to. $100 mean. So that made it. The cost of like. So. It does to you.

Well. I would. Give example of the the the. The theory. And the the. They do. Is that we? Building on SO. For example our. Interaction of light. Side that issues so. When a hearing flooded light. Ranging from 700 to. Does nanometers. Most of. The. Of the absorption. So basically, tissues likes to. Look the shorter wavelength. Uh, mot. So, so more. No, the light is. Ring and also. Is absorption of light so. When the light. So so light track. Inside the issue. It goes direction. Keep the specific detector added. At a distance from at some. UH-2. In the direction. So we. See that? Uh. The light is. To the detector. And these light. Because of the continuous scattering and. Is lights, uh. Like. Encounter some. Popular effect. And because of this Doppler effect the the light. Starts decorrelating. It was a. And then when it comes out. Get slightly decorated. And the one. Is to put a fast detector. Expensive. For example, a single photon detector we. Edge of the photon. And we can derive. The the the autocorrelation. And. So but. The there are some. With this. So most of the. But they are fast. And finally they. Little they are made. Only made. A single speckled so. Want the highest? The measure of spell spell. Multiple speckles, but then. Uh, be Dec. So we'll keep but the the. To the will be low. So. To to uh. To better is. Cell detector. So we. And these pixel sizes are small, so. Or speckles. Like point of time. And that's if. OK, single square detectors. And at the coast? Nowadays, see that. In the market these. Those are dirt cheap. So Bas. From $10 to. $100 mean. So that made it. The cost of like. So. It does to you. We tried to build up. The. Found it and to. Our. As small as possible, but. For the moment, it's a kind of like a small. Top device or? Back put the monitor on. On the. Hand or something or? Target issues.

Well. I would. Give example of the the the. The theory. And the the. They do. Is that we? Building on SO. For example our. Interaction of light. Side that issues so. When a hearing flooded light. Ranging from 700 to. Does nanometers. Most of. The. Of the absorption. So basically, tissues likes to. Look the shorter wavelength. Uh, mot. So, so more. No, the light is. Ring and also. Is absorption of light so. When the light. So so light track. Inside the issue. It goes direction. Keep the specific detector added. At a distance from at some. UH-2. In the direction. So we. See that? Uh. The light is. To the detector. And these light. Because of the continuous scattering and. Is lights, uh. Like. Encounter some. Popular effect. And because of this Doppler effect the the light. Starts decorrelating. It was a. And then when it comes out. Get slightly decorated. And the one. Is to put a fast detector. Expensive. For example, a single photon detector we. Edge of the photon. And we can derive. The the the autocorrelation. And. So but. The there are some. With this. So most of the. But they are fast. And finally they. Little they are made. Only made. A single speckled so. Want the highest? The measure of spell spell. Multiple speckles, but then. Uh, be Dec. So we'll keep but the the. To the will be low. So. To to uh. To better is. Cell detector. So we. And these pixel sizes are small, so. Or speckles. Like point of time. And that's if. OK, single square detectors. And at the coast? Nowadays, see that. In the market these. Those are dirt cheap. So Bas. From $10 to. $100 mean. So that made it. The cost of like. So. It does to you. We tried to build up. The. Found it and to. Our. As small as possible, but. For the moment, it's a kind of like a small. Top device or? Back put the monitor on. On the. Hand or something or? Target issues. And the blood flow. Here so from the interaction of light to the. Tissues we. We get the flow inside the tissues, so. Its best.

So you’d use that light-tissue interaction example to help students connect real device behavior with the physics they learn in class. Have you ever actually brought a company or research partner into the classroom—like guest lectures, live demos, or project sponsorships—so students could work on industry problems directly?

Well. I would. Give example of the the the. The theory. And the the. They do. Is that we? Building on SO. For example our. Interaction of light. Side that issues so. When a hearing flooded light. Ranging from 700 to. Does nanometers. Most of. The. Of the absorption. So basically, tissues likes to. Look the shorter wavelength. Uh, mot. So, so more. No, the light is. Ring and also. Is absorption of light so. When the light. So so light track. Inside the issue. It goes direction. Keep the specific detector added. At a distance from at some. UH-2. In the direction. So we. See that? Uh. The light is. To the detector. And these light. Because of the continuous scattering and. Is lights, uh. Like. Encounter some. Popular effect. And because of this Doppler effect the the light. Starts decorrelating. It was a. And then when it comes out. Get slightly decorated. And the one. Is to put a fast detector. Expensive. For example, a single photon detector we. Edge of the photon. And we can derive. The the the autocorrelation. And. So but. The there are some. With this. So most of the. But they are fast. And finally they. Little they are made. Only made. A single speckled so. Want the highest? The measure of spell spell. Multiple speckles, but then. Uh, be Dec. So we'll keep but the the. To the will be low. So. To to uh. To better is. Cell detector. So we. And these pixel sizes are small, so. Or speckles. Like point of time. And that's if. OK, single square detectors. And at the coast? Nowadays, see that. In the market these. Those are dirt cheap. So Bas. From $10 to. $100 mean. So that made it. The cost of like. So. It does to you. We tried to build up. The. Found it and to. Our. As small as possible, but. For the moment, it's a kind of like a small. Top device or? Back put the monitor on. On the. Hand or something or? Target issues. And the blood flow. Here so from the interaction of light to the. Tissues we. We get the flow inside the tissues, so. Its best. Start a com the big. Multinational company. These are open water. Assist the. Is like we were they they were around. The developments for. Same time that they. Would say. Company, that is. Thermodynamic. And so with the devices.

Well. I would. Give example of the the the. The theory. And the the. They do. Is that we? Building on SO. For example our. Interaction of light. Side that issues so. When a hearing flooded light. Ranging from 700 to. Does nanometers. Most of. The. Of the absorption. So basically, tissues likes to. Look the shorter wavelength. Uh, mot. So, so more. No, the light is. Ring and also. Is absorption of light so. When the light. So so light track. Inside the issue. It goes direction. Keep the specific detector added. At a distance from at some. UH-2. In the direction. So we. See that? Uh. The light is. To the detector. And these light. Because of the continuous scattering and. Is lights, uh. Like. Encounter some. Popular effect. And because of this Doppler effect the the light. Starts decorrelating. It was a. And then when it comes out. Get slightly decorated. And the one. Is to put a fast detector. Expensive. For example, a single photon detector we. Edge of the photon. And we can derive. The the the autocorrelation. And. So but. The there are some. With this. So most of the. But they are fast. And finally they. Little they are made. Only made. A single speckled so. Want the highest? The measure of spell spell. Multiple speckles, but then. Uh, be Dec. So we'll keep but the the. To the will be low. So. To to uh. To better is. Cell detector. So we. And these pixel sizes are small, so. Or speckles. Like point of time. And that's if. OK, single square detectors. And at the coast? Nowadays, see that. In the market these. Those are dirt cheap. So Bas. From $10 to. $100 mean. So that made it. The cost of like. So. It does to you. We tried to build up. The. Found it and to. Our. As small as possible, but. For the moment, it's a kind of like a small. Top device or? Back put the monitor on. On the. Hand or something or? Target issues. And the blood flow. Here so from the interaction of light to the. Tissues we. We get the flow inside the tissues, so. Its best. Start a com the big. Multinational company. These are open water. Assist the. Is like we were they they were around. The developments for. Same time that they. Would say. Company, that is. Thermodynamic. And so with the devices. Yes, I.

Alright, so you've used that light-tissue interaction scenario to tie device development back to physics fundamentals. Switching gears—how do you plan to leverage your own publication record to mentor students at VIT University in writing and submitting their first research papers for reputed journals?

So you’d use that light-tissue interaction example to help students connect real device behavior with the physics they learn in class. Switching gears—how do you plan to leverage your own publication record to mentor students at VIT in writing and submitting their first research papers for reputed journals?

So you used low-cost single-photon detectors in your device work, which really brought the cost down for wider adoption. Thinking about VIT students—how would you design evaluation methods for your Embedded Systems courses that accurately capture both their technical theory and practical lab skills?

So you made the device compact and low-cost, using single-photon detectors, which could really bridge theory and hands-on engineering for students. Thinking about broader impact—how do you plan to leverage your publication record to mentor students at VIT University in writing and submitting their first research papers for reputed journals?

You talked about using those low-cost detectors to make hands-on devices for students, which really could tie textbook physics to practical engineering. Before we wrap this section, Dr, do you have any ongoing or past collaborations with industry partners that could lead to internships or placement opportunities for students at VIT?

So you used low-cost single-photon detectors in your device work, which really brought the cost down for wider adoption. Thinking about VIT students—how would you design evaluation methods for your Embedded Systems courses to make sure you’re actually measuring both practical skills and theoretical understanding?

You’ve touched on a lot of advanced device development and collaborations. Now, I want to check your depth across core areas for the Assistant Professor role. Let’s start with image processing. Suppose you’re leading a lab where students are struggling to remove noise from biomedical images—what’s your hands-on approach for guiding them through that?

Alright, so you’ve worked with companies like OpenWater and Thermo Fisher, and you built compact devices for tissue monitoring that tie right back to the physics students learn. Switching over—when you were developing embedded systems for these devices, say you had to choose a communication protocol for transmitting real-time data from your sensor to a laptop. How’d you decide between options like USB, Bluetooth, or WiFi for that data link?

So for the moment. Our raw data size. So we. Generally. In. Back so one. Your script raw data and. And. No transfer update data to other devices. And also develop like another. Software they. Especially for. Made to you. Beautiful and. Work with other. Biomedical Devices. So so. Only the server there, so we have to transmit the data. Council locally.

So for the moment. Our raw data size. So we. Generally. In. Back so one. Your script raw data and. And. No transfer update data to other devices. And also develop like another. Software they. Especially for. Made to you. Beautiful and. Work with other. Biomedical Devices. So so. Only the server there, so we have to transmit the data. Council locally. This but. And like. To to display. On SO. We are. The the IT. Remotely see the. The we. But. If so, we. Who like? Other protocol. Like KCCA. The IP or you? Protocol to transmit the. Transmit the. To the remote server. And and we. I itself had. Appointments, for example a build tourniquet cuff and there is a pulse oximeter also. So those are. With hardware through. So.

Okay, so you mentioned handling raw data transfer locally and building custom software for the biomedical device to work with other systems. For your teaching—how do you structure lab sessions so that students not only run the hardware but also interpret real-world results, especially when the data is noisy or inconclusive?

So for the moment. Our raw data size. So we. Generally. In. Back so one. Your script raw data and. And. No transfer update data to other devices. And also develop like another. Software they. Especially for. Made to you. Beautiful and. Work with other. Biomedical Devices. So so. Only the server there, so we have to transmit the data. Council locally. This but. And like. To to display. On SO. We are. The the IT. Remotely see the. The we. But. If so, we. Who like? Other protocol. Like KCCA. The IP or you? Protocol to transmit the. Transmit the. To the remote server. And and we. I itself had. Appointments, for example a build tourniquet cuff and there is a pulse oximeter also. So those are. With hardware through. So. And. We also, uh. Called MQTT. Uh, because. You can. I have dropped on the device itself. And then? On the machine. Run and. I mostly used for. Like. The small rate. I is good for the. Display like. Information on the We like a status or. Like, like, uh. Uh, like blood flow? Commission instant blood flowing information. Yes you can.

Alright, so you mentioned handling raw data transfers locally, custom software for interoperability, and even protocols like TCP/IP for remote data. When you’re actually teaching an embedded systems lab, how do you make sure students who are struggling with both hardware and code don’t just fall behind and give up?

Okay, so you ended up using MQTT for lightweight messaging and TCP/IP when you needed to transmit data remotely to a server. Let's move to your teaching skills—when you're running a theory-heavy course alongside a lab, how do you make sure students who struggle with theory can still succeed in the hands-on lab work?

Yeah, so. I theory is. Necessary. Like a big picture, Like what's helps? In the in the system. And then, uh. When we show the real hence. So. We like. Social folks. Like like. Patient like how the light goes. How speckles looks like and those things. And people like there are some people who. Understand duty and. There is a. They they learn past, but they are. Also some people who struggles. Like what? Thing there so I.

Yeah, so. I theory is. Necessary. Like a big picture, Like what's helps? In the in the system. And then, uh. When we show the real hence. So. We like. Social folks. Like like. Patient like how the light goes. How speckles looks like and those things. And people like there are some people who. Understand duty and. There is a. They they learn past, but they are. Also some people who struggles. Like what? Thing there so I. Them how the system? There is also like. Zone training I. That is, that's. Excellent way to to teach. Bing, uh, system. And. I think. The software side also they. They should have some. Spending like how the. The reacting. The inputs and those things.

Yeah, so. I theory is. Necessary. Like a big picture, Like what's helps? In the in the system. And then, uh. When we show the real hence. So. We like. Social folks. Like like. Patient like how the light goes. How speckles looks like and those things. And people like there are some people who. Understand duty and. There is a. They they learn past, but they are. Also some people who struggles. Like what? Thing there so I. Them how the system? There is also like. Zone training I. That is, that's. Excellent way to to teach. Bing, uh, system. And. I think. The software side also they. They should have some. Spending like how the. The reacting. The inputs and those things. But I think the the. What is the best thing to teach students Who? Who struggles with the theory?

You noted that some students really grasp theory quickly, while others are more hands-on and need to see it in action. For your lab courses, how do you structure student evaluation—are you using practical exams, continuous assessment, group projects, or something else?

Alright, so you use hands-on demonstrations, zone training, and make sure students get experience with both software and hardware sides, even if their theory is weak. When it comes to evaluating students in lab—do you use practical exams, project-based grading, or something else to ensure fairness?

Alright, you mentioned hands-on demos and adapting to different learning styles. Shifting gears a bit—can you share one research publication from a reputed journal that you’re especially proud of, and walk me through the novelty or impact your work had in that paper?

Yeah, so, so recently. We did collaboration with. For duty in Germany in. Germany. I. Like what? We were. We were all. Tell people that. Trying company and those. This is to as small as possible. So. And said that OK, they. They give us some. Microlines for. Your time. Basically. The the which are the size. The like. Things like bigger than that maybe.

Yeah, so, so recently. We did collaboration with. For duty in Germany in. Germany. I. Like what? We were. We were all. Tell people that. Trying company and those. This is to as small as possible. So. And said that OK, they. They give us some. Microlines for. Your time. Basically. The the which are the size. The like. Things like bigger than that maybe. If I I'm not, I'm. If I'm not. Emphasize. That so. We said we give.

Yeah, so, so recently. We did collaboration with. For duty in Germany in. Germany. I. Like what? We were. We were all. Tell people that. Trying company and those. This is to as small as possible. So. And said that OK, they. They give us some. Microlines for. Your time. Basically. The the which are the size. The like. Things like bigger than that maybe. If I I'm not, I'm. If I'm not. Emphasize. That so. We said we give. So today. Still be at. We attached a. 4 because. And it so. Be tested before. Further down. Sing Michael Lance.

So you collaborated with a German group and worked with custom microlenses to miniaturize your system. For a moment, let’s focus on communication: when you’re presenting complex research findings to a student audience, how do you make sure your explanation is clear and structured, especially for those who might not have a strong technical background?

Yeah, so, so recently. We did collaboration with. For duty in Germany in. Germany. I. Like what? We were. We were all. Tell people that. Trying company and those. This is to as small as possible. So. And said that OK, they. They give us some. Microlines for. Your time. Basically. The the which are the size. The like. Things like bigger than that maybe. If I I'm not, I'm. If I'm not. Emphasize. That so. We said we give. So today. Still be at. We attached a. 4 because. And it so. Be tested before. Further down. Sing Michael Lance. Be sure that this. Useful. And at the same. On the same. And we publish. Uh, in the optic. Biomedical Optical. Expert I think.

So you were collaborating with a team in Germany and working with custom microlenses to get your device as compact as possible. For a moment, let’s focus on communication—when you’re presenting complex research findings to a mixed audience of students and faculty, how do you structure your talk so both groups can follow the technical depth but no one feels lost?

Yeah, so, so recently. We did collaboration with. For duty in Germany in. Germany. I. Like what? We were. We were all. Tell people that. Trying company and those. This is to as small as possible. So. And said that OK, they. They give us some. Microlines for. Your time. Basically. The the which are the size. The like. Things like bigger than that maybe. If I I'm not, I'm. If I'm not. Emphasize. That so. We said we give. So today. Still be at. We attached a. 4 because. And it so. Be tested before. Further down. Sing Michael Lance. Be sure that this. Useful. And at the same. On the same. And we publish. Uh, in the optic. Biomedical Optical. Expert I think. And we are. We are. And we are trying to. More less possible. Uh. Array A. Like. 4K cancer. But right now? We are trying to. Single lens. Very many few. 2 pixels. And we plan. It variable. For the I mean we. Company there.

So you worked with microlenses to reduce the device size, collaborating internationally. When you present complex research like that to students, how do you make sure your delivery is clear and structured, so students actually grasp the main ideas rather than getting lost in technical detail?

Okay, so that microlens collaboration really pushed the device miniaturization forward. Now, thinking about student evaluation and exam responsibilities—when you’re the one setting and grading exams, how do you make sure your assessments are fair and actually measure what students have learned, especially in a course with both theory and lab components?

Alright, so in that publication you managed to miniaturize the optical system with custom microlenses and got it published in a respected optics journal. Now, thinking about clear communication and structured delivery—when you’re presenting complex research to students, what’s your strategy to make sure your lectures stay organized and your key points are actually understood?

Yeah, so. For example. Explain the. The developments that we had. We have to. Go down. 2 steps.

Yeah, so. For example. Explain the. The developments that we had. We have to. Go down. 2 steps. So. What's the the the How the system will work? What will? So for example. Single multiple wavelength.

Yeah, so. For example. Explain the. The developments that we had. We have to. Go down. 2 steps. So. What's the the the How the system will work? What will? So for example. Single multiple wavelength. What will, what? How? Number of pixels. What the? What S? Aren't OK.

Yeah, so. For example. Explain the. The developments that we had. We have to. Go down. 2 steps. So. What's the the the How the system will work? What will? So for example. Single multiple wavelength. What will, what? How? Number of pixels. What the? What S? Aren't OK. So we do a feasibility. Available things we had. Then we. Like. By the shelf. Uh, comparison test it. In the uh, in the city. But raising it?

Alright, you said you break things down into steps when explaining, which helps keep things organized. Now, when you're responsible for evaluating students and handling exam logistics—how do you make sure grading is fair and the exams actually measure what you've taught?

Yeah, so. For example. Explain the. The developments that we had. We have to. Go down. 2 steps. So. What's the the the How the system will work? What will? So for example. Single multiple wavelength. What will, what? How? Number of pixels. What the? What S? Aren't OK. So we do a feasibility. Available things we had. Then we. Like. By the shelf. Uh, comparison test it. In the uh, in the city. But raising it? And uh, then. Measurements with. Like. Like right? One different day. The meditations from. From the output of output. Uh, whether it? It's consistent or not.

Alright, you break things down step by step and start with fundamentals like system operation and wavelength choices. Let’s talk about student evaluation—when you’re responsible for setting and grading exams, how do you make sure the process is fair and transparent for all students?

Yeah, so. For example. Explain the. The developments that we had. We have to. Go down. 2 steps. So. What's the the the How the system will work? What will? So for example. Single multiple wavelength. What will, what? How? Number of pixels. What the? What S? Aren't OK. So we do a feasibility. Available things we had. Then we. Like. By the shelf. Uh, comparison test it. In the uh, in the city. But raising it? And uh, then. Measurements with. Like. Like right? One different day. The meditations from. From the output of output. Uh, whether it? It's consistent or not. And we also. Uh. Data quality. Test, test. Or then other. Other things like publication, so. Systems are at the. Speech, for example, feasibility study. Developing prototypes. Then we. Develop a. Repaired and measured. Measure in healthy sub. And get some data. We tried to publish it rather than. Like, uh. Published beginning.

Alright, you mentioned breaking explanations down into steps, but I'd like you to get specific—imagine you're teaching students about the trade-offs in choosing between single-wavelength and multi-wavelength imaging in a biomedical optics class. How would you structure that lesson to make sure students actually grasp the differences and when to use each approach?

You broke down your explanations into steps, starting with system operation and feasibility, and then compared available solutions before testing. Shifting focus—when you’re responsible for evaluating students and handling all the exam logistics, how do you make sure the grading is fair and the process is transparent for everyone?

Yeah, so. For example. Explain the. The developments that we had. We have to. Go down. 2 steps. So. What's the the the How the system will work? What will? So for example. Single multiple wavelength. What will, what? How? Number of pixels. What the? What S? Aren't OK. So we do a feasibility. Available things we had. Then we. Like. By the shelf. Uh, comparison test it. In the uh, in the city. But raising it? And uh, then. Measurements with. Like. Like right? One different day. The meditations from. From the output of output. Uh, whether it? It's consistent or not. And we also. Uh. Data quality. Test, test. Or then other. Other things like publication, so. Systems are at the. Speech, for example, feasibility study. Developing prototypes. Then we. Develop a. Repaired and measured. Measure in healthy sub. And get some data. We tried to publish it rather than. Like, uh. Published beginning. So we also. Protecting uh. So if we. That OK, this part is needs to be. Be protected, we. Try to. That also. Need the. Red we we focus on. Combination. Applications So I to ask. First of all, I. I can't. Applied. Can't can't figure out.

Yeah, so. For example. Explain the. The developments that we had. We have to. Go down. 2 steps. So. What's the the the How the system will work? What will? So for example. Single multiple wavelength. What will, what? How? Number of pixels. What the? What S? Aren't OK. So we do a feasibility. Available things we had. Then we. Like. By the shelf. Uh, comparison test it. In the uh, in the city. But raising it? And uh, then. Measurements with. Like. Like right? One different day. The meditations from. From the output of output. Uh, whether it? It's consistent or not. And we also. Uh. Data quality. Test, test. Or then other. Other things like publication, so. Systems are at the. Speech, for example, feasibility study. Developing prototypes. Then we. Develop a. Repaired and measured. Measure in healthy sub. And get some data. We tried to publish it rather than. Like, uh. Published beginning. So we also. Protecting uh. So if we. That OK, this part is needs to be. Be protected, we. Try to. That also. Need the. Red we we focus on. Combination.

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

Right, you said you break complex topics into steps, starting from basic system operation and working toward feasibility and prototype development. Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

Right, you said you combine feasibility studies, prototype development, comparisons, and data quality checks, and you focus on protecting novel parts before publishing. Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

So I to ask. First of all, I. I can't. Applied. Can't can't figure out. The portal from. Enter the. The. Uh, so basically I want to. Clarify one first. And then? I. Sauce, uh, also. And biomedical. And things so but. I tried that in the. In the website. In the portal needed port. Commission there, so I want to go. Clarify that second. To clarify that. That own. How much? Lab funding. Initially I. You get like. To set up my research lab. I will work. Development of biomedical. Especially. Hemodynamic. And. Which are local. I. Which I also plan to plan to. Commercialize it through a. Two or a startup company or something like that. 2nd to. To ask about the. Because he. I that the vit. For many startups and. They have the excellent uh. Collaboration between. And I will like. Who utilize that? Because I will work on the interdisciplinary part and. Need support from different departments like electrons. Mechanical. Department and. Make some AI. Center or machine learning part. Especially machine learning. Get ex. That.