Can you hear me?

Please start by introducing your professional journey in academia

Of my journey actually on my school. Uh, period. Uh, I. In my locality. Which is, uh, from West Bengal, a very small town.

You're from a small town in West Bengal—go on.

After that. And I joined. College. Yeah. Then I admitted. For BSc on us. Mathematics. I obtained from. Jangipur College, which is actually. Under University of Ki.

Now thinking about your early academic experiences,

From West Bengal. And after that? I am uh. Uh, Dime has a. Sorry.

You were starting to talk about your time after joining college and pursuing your BSc in Mathematics at Jangipur College, but it sounded like you lost your train of thought. Do you want to finish that thought, or should I repeat my earlier question about a mathematical concept you enjoy teaching?

No, no, I'm not teaching uh. I actually, yeah.

For BSc degree. I am parsing from Jammu Kurd.

So you're not currently teaching—understood. If you were to introduce an undergraduate student to a foundational topic in mathematics, which concept would you choose,

No, I'm sure.

Okay,

You said you're sure—just to clarify, are you saying you want to focus on completing your BSc before considering teaching, or is there another direction you're aiming for after your degree?

I can pursue my MSC form. UH, cardiology university.

I can pursue my MSC form. UH, cardiology university. Kadhi Najiru University. Offensive.

So you're thinking about pursuing your MSc at Kalyani University after finishing your BSc at Jangipur. If you imagine yourself in front of a classroom during your MSc, what teaching environment would you feel most comfortable in—large lecture, small seminar, or one-on-one tutoring?

Got it.

And after that, uh. I am joined. Uh, it's comfortable. It's a large lecture. Lecture is comfortable for me.

Alright, you mentioned being comfortable in a large lecture environment. Looking at your research, Professor, I see you published "Stability analysis of multiple solutions of three wave interaction with group velocity dispersion and wave number mismatch" in Nonlinear Dynamics. How do you take complex topics like that and make them approachable for undergraduate students who may be seeing these ideas for the first time?

So actually this model actually has a. Very interesting physical interpretation. So. So what is that? In physically, what is happening? If there is a crystal. And some uh. A lightweight is. Interact with the keystyle this actually spreading. Two lightweight so this. Concept is actually. A three-year interaction model. So actually, what is our work? On this paper, is that you? We all know that. A differential equation have some solutions. So our target is to find the stability of the solution because when we obtained a solution. Then our. First question is our mind is that the solution is uniqueness or not. After that. To go to the stability of the solution, because stability is very important things. In our real life.

Right, so you focused on the stability and uniqueness of solutions in nonlinear wave interactions—something that can get pretty abstract for undergraduates. When you've tried to explain why stability matters,

So we study. Here that. Via web interaction. And find the solution of this model. OK. Yeah, yeah, yeah.

So we study. Here that. Via web interaction. And find the solution of this model. OK. Yeah, yeah, yeah. OK. OK. So why stability is required?

You described how your work involves finding the stability of solutions in these wave interaction models, showing why that's meaningful in real-world contexts. In your experience, Professor,

Given your research in nonlinear dynamics, Professor, where do you see the most promising opportunities for external research funding over the next few years? Are there specific grants or agencies you’d target to support this work?

Yeah, I'm planning to. Apply ANRA. For early career research grant this year.

Okay, so you're targeting the ANRA early career research grant this year. If you were successful in securing that funding, how would you structure your research group to maximize both scientific output and opportunities for students?

So for this I have selected some. Problem and. Currently I'm writing a. Uh, this this actually of, uh, for. For if I've got this get this project then I can select a. Of course. Student and. I can uh. Discuss all those things with some uh, uh. Our collaborator also.

Given your experience with collaborative projects and your research in nonlinear dynamics, Professor, suppose you had to design an activity for a large undergraduate class that goes beyond lecturing. How would you get students actively wrestling with a tough mathematical concept—say, stability analysis—so they're not just passive listeners?

That kind of things I can. But I miss, Sir. One thing that. OK, so. First of all, I want to. Explain that why stability is required.

That kind of things I can. But I miss, Sir. One thing that. OK, so. First of all, I want to. Explain that why stability is required. What is the physical? Interpretation in our real life.

Alright. Accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across mathematics courses, how would you approach fixing that?

So, so actually what is that we are studying the stability.

Alright, Professor, you emphasized the importance of explaining the physical meaning of stability before introducing the mathematics. When you're working within an institution that has to meet accreditation standards—for example,

Okay, so you're focused on studying stability. In terms of department responsibilities, outside research and teaching, how do you see yourself contributing to governance—like serving on curriculum committees or participating in program reviews?

Uh, both cases, uh. Possible for me?

Professor, let's talk through a real-world scenario. Imagine a student comes to you claiming your grading was unfair—meanwhile, your department head is urging you to increase pass rates for the course. How would you handle the situation to balance academic integrity with these institutional pressures?

Uh, first of all, I talk with, uh, this student personally.

Given your background in nonlinear dynamics, do you have any connections with industry that might lead to internship or project opportunities for students?

And and I try to. Uh uh, actually convinced him that this is not a right thing. Yeah, there are very, very, very. Too many opportunities for a nonlinear background. Uh uh, they can study the. Equations. After that they check the integrability of this equation. After that they find in the solution of this. Integration. And then there's. Go to study the stability of this solution. So these all are connecting, so there are so many scores.

And and I try to. Uh uh, actually convinced him that this is not a right thing. Yeah, there are very, very, very. Too many opportunities for a nonlinear background. Uh uh, they can study the. Equations. After that they check the integrability of this equation. After that they find in the solution of this. Integration. And then there's. Go to study the stability of this solution. So these all are connecting, so there are so many scores. In case of nonlinear, the scope are two men Too many.

Alright, so you see a lot of opportunities for students from nonlinear backgrounds, especially as they work through integrability and stability of solutions. Can you name a specific company or industry partner you've collaborated with, or would like to,

You’ve shown you understand how nonlinear mathematics connects with industry and student projects. Now, thinking about teaching theory and lab courses—how do you make sure students with different math backgrounds can all succeed in your class?

OK. So first of all, what is nonlinear? So in our real life. We can elaborate all those things in our physical aspect.

OK. So first of all, what is nonlinear? So in our real life. We can elaborate all those things in our physical aspect. We of course these all are non linear.

You brought up relating nonlinear concepts to real life for students from different backgrounds. Shifting gears, Professor, how do you typically evaluate students in your courses to ensure your assessment methods actually reflect their understanding, not just rote memorization?

So. So this is our real world.

Alright, you mentioned using real-life examples to explain nonlinear concepts. Can you walk me through a lab activity or hands-on demonstration you've designed to help students grasp a mathematical concept?

Mm-hmm.

In the lab activity. So. So that the water wave. This is also some nonlinear. What are we physical real life in ocean we can see non linear oil.

In the lab activity. So. So that the water wave. This is also some nonlinear. What are we physical real life in ocean we can see non linear oil. What are we in? In real life. In blood circular spang of our body.

In the lab activity. So. So that the water wave. This is also some nonlinear. What are we physical real life in ocean we can see non linear oil. What are we in? In real life. In blood circular spang of our body. There is also non-linear thing.

Alright, so using water waves as a physical example for nonlinear phenomena can really make the math tangible for students. Shifting gears a bit, Professor, how do you structure your lectures to keep complex topics organized, so students can follow the progression even if they're encountering the material for the first time?

So there are so many things Can you pardon this question, Sir?

Alright, so you use examples like water waves or blood flow to help students connect nonlinear concepts with real life. Since clear communication's key—how do you make your explanations accessible for students who might be intimidated by advanced mathematics?

Okay, so you use real-life phenomena like water waves and blood flow as nonlinear examples in lab activities. Since explaining these topics can get technical—how do you adjust your communication style when you're teaching students who might be intimidated by advanced math?

Of course, Professor, we can shift focus. You mentioned earlier working through integrability and stability—let’s move to your research publications. Can you describe one of your published papers and explain its main contribution to the field?

Yeah, before we are talking about the three live interaction model.

So in three-year interaction model what is that?

Okay, so you were referencing your earlier discussion about the three live interaction model. Can you clarify which specific paper you’re talking about, and share what problem it addressed that hadn’t been solved before?

Mm-hmm.

Yeah, I talking about the three wave interaction model.

Alright, so you're focusing on the three wave interaction model. How did you approach validating your theoretical results—did you use simulations, experimental data, or another method to confirm your findings?

The paper part.

Alright, so the three wave interaction model is central to your research, and you were just referencing the paper part. What was the main mathematical challenge you faced in developing or analyzing that model?

Yeah.

You confirmed the three wave interaction model was the core focus. Since you mentioned this as a research publication, did your findings influence any follow-up studies or open up new research directions for you or others?

Yeah, actually I. Hits the things, uh, before. What is the objective of this model? Before we are working on this model in this. Model there are only one solution which is take hyperbolic type bright solution.

Alright,

But our target is to find different type of coalition of this model. And after that checking the solution of this model. For for the questions for a student's exam.

Alright, you want to find different types of solutions for the model, and you're considering how to check those solutions. When you create exam questions for students, do you focus more on their ability to apply concepts to new problems, or on their understanding of the theory behind the models?

OK, so Pastor I I try to understanding the theoretical.

Uh, behavior after that is focusing on more problems.

Okay, so you focus on making sure students understand the theory.

So after making sure they've grasped the theory, you shift to problem-solving. When you're guiding students through research projects, how do you help them break down a complex math topic into manageable steps?

So first of all, I suggest some uh. Uh, some theoretical books. After that. I can give some paper. Uh, around this, I mean the application of this. Regarding this theoretical concept. So and guide them.

So you start by recommending theoretical books and then guide students through research papers that apply those concepts. When you're teaching a lab or practical session, how do you bridge the gap between abstract mathematical theory and hands-on experiments or computational work?

Actually I am working on a. Applied mathematical so. In the cases we can find some. Different real life.

You mentioned applied mathematics and connecting it to real-life situations. Can you share a concrete example where you helped students see how a mathematical theory applied to an actual problem or industry setting?

So this is the. Very easy to connect with. Yeah, in differential equation. So what is that, Uh. It is very difficult sometimes to get. Actual solution so we can find actual what is happening in their life. So we can find some.

Velocity some. Actually arrested from that type of clinch and. Using this differential concept, we can use.

Right, you pointed out that with differential equations, it's tough to find an exact solution, but you help students see what's happening in real life by connecting the math to those scenarios. Shifting gears, Professor, how do you make sure your explanations—whether in class or during office hours—are clear and structured, especially when the material gets very abstract?

You mentioned using differential concepts to understand velocity and related phenomena—so when you're explaining these kinds of abstract connections to students, are there particular communication strategies or classroom structures you use to keep everyone engaged and following along, even if the material gets tough?

No.

Alright, so you don't use specific strategies for classroom engagement. Let's talk about your PhD—what was the main research question or problem you addressed in your doctoral work, and why did you choose that topic?

Uh, in this uh. First question in my mind that uh. If nonlinear PD have some. Finding solution is very difficult. So after finding solution. My question is that. What is the? Stability chances of this diapers.

Also. I am using the PT symmetry concept. Which is parity time. Concept.

So your main question during your PhD was about the difficulty of finding solutions for nonlinear PDEs and then analyzing the stability of those solutions. Did your work involve developing any new methods or tools for studying stability, or did you mostly apply existing approaches?

So you incorporated PT symmetry—parity-time symmetry—into your stability analysis for nonlinear PDEs. Was there a particular real-world system or application that motivated you to use PT symmetry, or was it driven mostly by mathematical curiosity?

Actually, this is mostly driven by mathematical curiosity. Also some physical. Because in case of PT symmetry you get. Hamiltonian. Which is not our mission, but this gig, the. Real Spectra That's in the real eigenvalue. So that is the one. The main curious thing?

Actually, this is mostly driven by mathematical curiosity. Also some physical. Because in case of PT symmetry you get. Hamiltonian. Which is not our mission, but this gig, the. Real Spectra That's in the real eigenvalue. So that is the one. The main curious thing? Of the about PT symmetry.

You explained that PT symmetry gives you real eigenvalues for Hamiltonians that aren't Hermitian, which was a point of curiosity and motivation in your research. Switching gears, tell me about one of your research publications—what was the key finding, and how did you decide where to submit it?

Okay, so your interest in PT symmetry was sparked both by mathematical curiosity and the physical insight that non-Hermitian Hamiltonians can still have real spectra. Let's shift to your experience with research publications—can you walk me through one paper you've published in a reputable journal, and explain what made it stand out in your field?

Yeah, and. Pity symmetry. I have published one paper which is. Cubic Schrodinger equation.

Our model. And this is published in Nonlinear Dynamics.

Alright, so you published a paper on PT symmetry and the cubic Schrödinger equation.

Okay, so your model paper was published in Nonlinear Dynamics. How did you decide that journal was the right fit for your work?

Because this type of work actually published on this journal and this is a very good SPI Q1 journal and the good infrastructure. I don't think like. Right now. So yeah. Planning to.

You noted that Nonlinear Dynamics is a reputable SPI Q1 journal and often publishes work like yours, so it was a natural fit. Now, regarding industry experience—have you ever contributed to a consultancy project or collaborated with industry partners on a mathematics-related problem?

No, not for industry level, but we can collaborate with, uh, some. Uh, FRT?

So, not industry-level, but you mentioned the possibility of collaboration with FRT—can you clarify what FRT refers to and what kind of collaboration you were considering?

Faculty. Uninformed property.

Okay, so you meant faculty and intellectual property collaborations instead of industry projects. Have you participated in student evaluation activities—like designing or grading exams, or overseeing thesis defenses—and if so, what's your approach to making those assessments fair and rigorous?

No, I'm not participating in that kind of thing.

Alright, so you haven't been involved in exam or thesis evaluation yet. Let me ask about your experience guiding student projects or research—have you mentored any students through research projects or independent study, and if so, how did you support their work?

Uh, yes, uh, definitely. I want to. What's on my research area which is stability analysis? And first of all, I come keep some. Uh uh, basic idea. About this topic.

Uh, yes, uh, definitely. I want to. What's on my research area which is stability analysis? And first of all, I come keep some. Uh uh, basic idea. About this topic. Uh, then. What is? What is our main objective? I can?

Uh, yes, uh, definitely. I want to. What's on my research area which is stability analysis? And first of all, I come keep some. Uh uh, basic idea. About this topic. Uh, then. What is? What is our main objective? I can? Tell him more hard Hello Sir, can you hear me?

So you're interested in guiding students in your research area, like stability analysis, and you start by giving them some foundational background. Can you give me a concrete example of how you'd help a student move from just understanding the basics to actually tackling a real research question?

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

So you'd start students off with the basics of stability analysis, then clarify the main objective of their project. Is there anything you'd like to ask about the Assistant Professor role or the team before we wrap up, Mr.?

Yes, Mr., I can hear you clearly. We were just at the wrap-up—do you have any questions about the Assistant Professor role or the team before we finish?

Yeah, the interview is uh. Completed now.