MP, Personal PhD. Department of. The engineering. I'm not engineering an express mail. At the National Defense University of Malaysia. Focusing on hypersomnocations.

MP, Personal PhD. Department of. The engineering. I'm not engineering an express mail. At the National Defense University of Malaysia. Focusing on hypersomnocations. Using. I I have. Experience. My name can be. Teaching. Research and industry.

MP, Personal PhD. Department of. The engineering. I'm not engineering an express mail. At the National Defense University of Malaysia. Focusing on hypersomnocations. Using. I I have. Experience. My name can be. Teaching. Research and industry. I recognize. Thank you for sharing. Different organization of Jimmy.

Alright, so you’re at the National Defense University of Malaysia, focused on hypersomnocations — I think there might have been a bit of a mix-up with the term, but I get that your background is in engineering and research. Anything else you’d like to add about your academic journey or major areas of research?

Right, so with your background in both teaching and research, what's one foundational engineering concept you most enjoy introducing to students for the first time?

Alright,

Definitely definite organization.

You mentioned definite organization—could you clarify what you mean by that in the context of your teaching or research experience?

Definitely definite organization. I teach course subjects. My research focuses. Pressure recovery and shock waves. What is help to increase the efficiencies? Of the assessment in that applications. And additionally I also work. At the DRDO. Then Assistant assistant.

Definitely definite organization. I teach course subjects. My research focuses. Pressure recovery and shock waves. What is help to increase the efficiencies? Of the assessment in that applications. And additionally I also work. At the DRDO. Then Assistant assistant. The designing of supersonic module. In the pH here. Infection which will be giving me. A strong practical perspective. And my old. I don't know my old. Is 2. OK, my goal. My mood is that it was. Continue Narasa. And also. So deliver the teaching effective methods.

Alright,

Definitely definite organization. I teach course subjects. My research focuses. Pressure recovery and shock waves. What is help to increase the efficiencies? Of the assessment in that applications. And additionally I also work. At the DRDO. Then Assistant assistant. The designing of supersonic module. In the pH here. Infection which will be giving me. A strong practical perspective. And my old. I don't know my old. Is 2. OK, my goal. My mood is that it was. Continue Narasa. And also. So deliver the teaching effective methods. Uh, which would be effective? According to the industrial needs.

Definitely definite organization. I teach course subjects. My research focuses. Pressure recovery and shock waves. What is help to increase the efficiencies? Of the assessment in that applications. And additionally I also work. At the DRDO. Then Assistant assistant. The designing of supersonic module. In the pH here. Infection which will be giving me. A strong practical perspective. And my old. I don't know my old. Is 2. OK, my goal. My mood is that it was. Continue Narasa. And also. So deliver the teaching effective methods. Uh, which would be effective? According to the industrial needs. And 2nd.

Okay, so you’re connecting your research on pressure recovery and shock waves directly to practical applications, plus bringing in industry work like the supersonic module design at DRDO. When you’re teaching these advanced topics, what’s one method you use to help students grasp the fundamentals before diving into the complex math or physics?

Professor, I noticed you’ve done research at the National Defence University of Malaysia on hypersonic inlets and pressure recovery—specifically investigating shock wave and boundary layer interactions. How have you drawn on that research when teaching courses like Compressible Flow Aerodynamics or Computational Fluid Dynamics?

Okay, so you’re shaping your teaching methods based on your research in pressure recovery and shock waves, and also grounding it with your experience designing supersonic modules at DRDO. When you introduce these real-world concepts in the classroom, how do you balance showing students the theoretical principles versus the hands-on, industry-driven applications?

Yes. I can't do that. There is a theoretically. I can do that. Uh, by using. The fundamental knowledge. Disability Air. Like. Xbox using. The governing situations. Novation Patients. Equations and momentum equation. Energy equations. Uh, by solving them. They can understand the mathematically. How things are. And then, uh. By conducting the lab sessions. Or practically. On internal simulation session. Using Ansys Fluent. CFT then. I can learn how the flow is going on. And after that? I can take them to the lab. Or I can show them. A Practically using printer nails. Where they can see how the shock waves are generating. And how the flow will be behaving? And then then I can compare. The results fundamentally. State no orderly. They can implement it in simulations. Then uh. They can practically see that. And based on that. I can give a more. Small project on that. When they perform, they will do that.

Yes. I can't do that. There is a theoretically. I can do that. Uh, by using. The fundamental knowledge. Disability Air. Like. Xbox using. The governing situations. Novation Patients. Equations and momentum equation. Energy equations. Uh, by solving them. They can understand the mathematically. How things are. And then, uh. By conducting the lab sessions. Or practically. On internal simulation session. Using Ansys Fluent. CFT then. I can learn how the flow is going on. And after that? I can take them to the lab. Or I can show them. A Practically using printer nails. Where they can see how the shock waves are generating. And how the flow will be behaving? And then then I can compare. The results fundamentally. State no orderly. They can implement it in simulations. Then uh. They can practically see that. And based on that. I can give a more. Small project on that. When they perform, they will do that. They will be knowing. What type of? Knowledge. Ability to use doing. Work out that project. And then they can practically implement it. And then if their projects are very good. Logical. They can present in a conference, uh. Uh, in a book shops. Which they can't publish. And they can. Patent on that. And then if the father was, they can be. Go to the interesting.

Alright, you mentioned using tools like Ansys Fluent and hands-on experiments to bridge theory and practice for your students, which is helpful. Thinking about your research on pressure recovery and shock waves, can you give a concrete example of how you adapted that work for students who didn't have a strong engineering background?

Alright, you mentioned using Ansys Fluent for simulations and then having students compare those results with hands-on lab work, which ties theory and practice together. Switching gears, in your experience supervising student projects related to pressure recovery or supersonic module design, what’s one example where a student struggled to make the leap

Yeah, like you can take an example. When when I previously when I'm working in the well tech. Today is an assistant profess. So there they're going to design a small prototype of. For aircrafts to. You can say that. Which can fly properly and can do all the arithmetic. A real pain too. So to do. But they are not able to. Make the. Prototype out of testing. So then I and help them. By accusing the called Excel.

Yeah, like you can take an example. When when I previously when I'm working in the well tech. Today is an assistant profess. So there they're going to design a small prototype of. For aircrafts to. You can say that. Which can fly properly and can do all the arithmetic. A real pain too.

Yeah, like you can take an example. When when I previously when I'm working in the well tech. Today is an assistant profess. So there they're going to design a small prototype of. For aircrafts to. You can say that. Which can fly properly and can do all the arithmetic. A real pain too. So to do. But they are not able to. Make the. Prototype out of testing. So then I and help them. By accusing the called Excel. Kala, they design on that. And by using different uh. Modules that give them inputs as. Then other things. But they're not able to generate the results. And I help them make them understand. Rice, rice. Emulation rice. Then they make a small model prototype.

Yeah, like you can take an example. When when I previously when I'm working in the well tech. Today is an assistant profess. So there they're going to design a small prototype of. For aircrafts to. You can say that. Which can fly properly and can do all the arithmetic. A real pain too. So to do. But they are not able to. Make the. Prototype out of testing. So then I and help them. By accusing the called Excel. Kala, they design on that. And by using different uh. Modules that give them inputs as. Then other things. But they're not able to generate the results. And I help them make them understand. Rice, rice. Emulation rice. Then they make a small model prototype. And then I. Test in the inter. The first experimental data is getting very difficult.

Yeah, like you can take an example. When when I previously when I'm working in the well tech. Today is an assistant profess. So there they're going to design a small prototype of. For aircrafts to. You can say that. Which can fly properly and can do all the arithmetic. A real pain too. So to do. But they are not able to. Make the. Prototype out of testing. So then I and help them. By accusing the called Excel. Kala, they design on that. And by using different uh. Modules that give them inputs as. Then other things. But they're not able to generate the results. And I help them make them understand. Rice, rice. Emulation rice. Then they make a small model prototype. And then I. Test in the inter.

Yeah, like you can take an example. When when I previously when I'm working in the well tech. Today is an assistant profess. So there they're going to design a small prototype of. For aircrafts to. You can say that. Which can fly properly and can do all the arithmetic. A real pain too. So to do. But they are not able to. Make the. Prototype out of testing. So then I and help them. By accusing the called Excel. Kala, they design on that. And by using different uh. Modules that give them inputs as. Then other things. But they're not able to generate the results. And I help them make them understand. Rice, rice. Emulation rice. Then they make a small model prototype. And then I. Test in the inter. The first experimental data is getting very difficult. All the research institutes are working on that. They will not be releasing. Agreement so in. That will they struggling. To make the real prototype. You can compare with the. Real play. So the. With the help of my designing software. And then make a small book. And tested in the container. They are able to learn and they able to achieve.

So at Vell Tech you supervised students building small aircraft prototypes, and they faced challenges getting them to actually fly and perform all the required maneuvers. Let's shift focus—your work on hypersonic inlets and shock wave interactions was published as part of your doctoral research. When you needed to explain the fundamentals of that work to undergraduates or non-specialists, what strategies did you use to make those complex ideas accessible?

So you stepped in to help your students at Vell Tech when their aircraft prototype wasn’t performing as expected and used Excel to guide them through the troubleshooting. Can you walk me through exactly how you helped them connect the theoretical concepts they’d learned to solving that practical problem?

So at Vell Tech, you had students trying to design a small aircraft prototype, and they struggled to get it to actually fly right until you stepped in and guided them through the data and simulation process. When you were helping them, what was the most common misconception they had about how theory translates into actual flight performance?

So at Vell Tech, your students really struggled to get their aircraft prototype working until you guided them through simulation and design corrections using Excel and other modules. Let’s shift focus for a moment—your doctoral research at the National Defense University of Malaysia focused on hypersonic applications. Can you give me an example of how you’ve simplified some of those complex hypersonic flow concepts for undergraduates or non-specialist audiences?

So you had students at Vell Tech struggling to turn design into successful experimental results, and you stepped in to guide them through simulation and modeling corrections — sounds like a hands-on mentoring process. Now, shifting to your doctoral research on hypersonic applications at the National Defense University of Malaysia, can you give me a specific example of how you’ve explained a complex concept from that research to undergraduate students who don’t have much background in the area?

Alright, so at Vell Tech your students were struggling with translating simulation results into a working aircraft prototype, and you helped them bridge that gap using design software and hands-on testing. Now, looking at your publication record, I noticed your current PhD research at the National Defence University of Malaysia focuses on high-speed inlets and improving pressure recovery for hypersonic flows. When you’ve had to explain the significance of this work to undergraduate students—not specialists—how do you help them grasp why pressure recovery matters in real engineering applications?

Yes, I can explain that. Pressure recovery is very, very important. Like I have taken. Like you could take an pill of. Aeroflot which with the help of airfoil the whole. Bring will be made and based on that only. Tell me more. They can do that. By using theoretically and practice. Integration formulation. The pressure recovery is very, very important. And if the choking condition. Where the flow will be fixed. Inlet and outlet floor will not able to go. When the choking condition had happened. Then. The flaming did not be slow. If the flow will not be fluid. They were not able to achieve what they were. So always with the using of continuity equations. Energy equations. There will be a electric. OK. Stubborn pressure recovery. They need to understand, so you need to understand. And make the uh. Theoretically, properly and practically also. So. When you take an example of convergent divers. Or on any aerodynamic airfoil. How the pressure will be flowing on that? The that they can do that. Pressure recovery is very, very important. Because like. Azure company was not there therapy or flow separation. Because of the pressure, loss will happen. And that will affect the. Efficiency. Of any aircraft in. To recover that pressure, recovery is very important. Pressure recovery can be done by different method. Either you can give an external pressure. From focusing on that. Or in my case, I'm using a laser. OK. Which will be impacting on the shock waves? Keep the flow. And then make the flow in a proper manner so I can calculate the back pressure. If the back pressure and pressure recovery is correct. Then. Based on that. They can get the proper. They can reduce the drag and flow separation can be reduced. So the efficiency of the engine.

Yes, I can explain that. Pressure recovery is very, very important. Like I have taken. Like you could take an pill of. Aeroflot which with the help of airfoil the whole. Bring will be made and based on that only. Tell me more. They can do that. By using theoretically and practice. Integration formulation. The pressure recovery is very, very important. And if the choking condition. Where the flow will be fixed. Inlet and outlet floor will not able to go. When the choking condition had happened. Then. The flaming did not be slow. If the flow will not be fluid. They were not able to achieve what they were. So always with the using of continuity equations. Energy equations. There will be a electric. OK.

Yes, I can explain that. Pressure recovery is very, very important. Like I have taken. Like you could take an pill of. Aeroflot which with the help of airfoil the whole. Bring will be made and based on that only. Tell me more. They can do that. By using theoretically and practice. Integration formulation.

Yes, I can explain that. Pressure recovery is very, very important. Like I have taken. Like you could take an pill of. Aeroflot which with the help of airfoil the whole. Bring will be made and based on that only. Tell me more. They can do that. By using theoretically and practice. Integration formulation. The pressure recovery is very, very important. And if the choking condition. Where the flow will be fixed. Inlet and outlet floor will not able to go. When the choking condition had happened. Then. The flaming did not be slow. If the flow will not be fluid. They were not able to achieve what they were. So always with the using of continuity equations. Energy equations. There will be a electric. OK. Stubborn pressure recovery. They need to understand, so you need to understand. And make the uh. Theoretically, properly and practically also. So. When you take an example of convergent divers. Or on any aerodynamic airfoil. How the pressure will be flowing on that? The that they can do that. Pressure recovery is very, very important. Because like. Azure company was not there therapy or flow separation. Because of the pressure, loss will happen. And that will affect the. Efficiency. Of any aircraft in. To recover that pressure, recovery is very important. Pressure recovery can be done by different method. Either you can give an external pressure. From focusing on that. Or in my case, I'm using a laser.

Okay, so you use the airfoil example to help students grasp why pressure recovery matters for aerodynamic efficiency. When you break down these advanced hypersonic concepts for students who might be struggling with the math or physics, what's your go-to strategy to keep them engaged and make sure they're not left behind?

Okay, so you're using the airfoil example to help students see the practical stakes of pressure recovery and how choking conditions can impact flow, connecting those ideas with continuity and energy equations. Since you mentioned teaching both theory and lab, how do you assess whether students have genuinely understood these advanced topics—do you rely more on exams, project work, or something else?

So you use both the airfoil example and continuity equations to anchor why pressure recovery matters, and you even mentioned using lasers in your current research. Let’s switch focus — you’ve taught theory and supervised hands-on labs across a few institutions. What’s one thing you do differently now, in your teaching or lab supervision, as a direct result of lessons learned from your own research journey?

So you actually use lasers in your research to influence shock waves and manage flow separation — that's quite advanced. Since you've taught across several institutions and supervised projects

Yeah. So like I, I don't be taking the small snow examples. Like the flu one cylinder. Uh, flu. Uh. And there is an. We take the students recalled as a Butterflow channel. There will be a tank. With the doctor there is a turbine in there. Which will be moving very slowly. And uh, we running that is less. Go speed and then. I'll be pouring a test or Camino 4IN that. And different different models. Which can generate the vertices. There is a rectangular. Surface the flow will not be. It will be fixed at like one place and it is not. Maybe the sandridge is being a streamlined body? The flow will be proper. So this shows that. How the body surfaces will feature? And then it will generate a. Streamline program. In that way they can understand in a practical way. Other areas things are like that they can generate a small model. And then? They can test. The wind tunnel. I can show them how the flow is there. By using paraffin grass. In the Ventanel. Using that. They can visualize. Buffer means how? Streamline flow, other flows and how the flows are generating where the drag. And up to what point? They can see them.

Yeah. So like I, I don't be taking the small snow examples. Like the flu one cylinder.

Yeah. So like I, I don't be taking the small snow examples. Like the flu one cylinder. Uh, flu. Uh. And there is an. We take the students recalled as a Butterflow channel. There will be a tank. With the doctor there is a turbine in there. Which will be moving very slowly. And uh, we running that is less. Go speed and then. I'll be pouring a test or Camino 4IN that. And different different models. Which can generate the vertices.

Alright, so you use simple examples like flow around a cylinder to help students grasp difficult concepts. When you're teaching these fundamentals, how do you check whether students have really understood the underlying physics, not just memorized formulas?

Using a simple setup like a flow around a cylinder with potassium permanganate is a classic way to visualize vortices for students — they can actually see the patterns forming. Before we wrap this part up, Professor, when you've got a class where some students quickly grasp these experiments and others struggle, how do you adapt your teaching so both groups can engage and learn effectively?

So you're using classic experiments like flow around a cylinder, colored dye, and wind tunnel visualization to help students actually see things like vortices and flow separation — that's hands-on teaching. Before we wrap this part, when students run these experiments and

Yes. I have had a previous record. That two times. What they have done, I will compare those results with them. And then tried to talk with each and every person. And try to find out if they have. Fundamental cash. Then I make them to understand. And then if they require a more extra time, more extra session. To do the things, I will be there with them. To perform an experiments again one more time. And then show them properly slowly how they work. And then I'll ask them to. In front of me. If still, they have doubt. Then I'll take another approaches by simulations. Or otherwise real practical problems where they can see that. So in that way they can understand in a better manner. And then once they address them, they can perfume by themselves. That they can implement it and they can get that Yes, I can write this proposals. And they have done collaboration with other universities.

Yes, I can write this proposals. And they have done collaboration with other universities. The chef and there is also a professor working. In which Manchester?

Yes, I can write this proposals. And they have done collaboration with other universities. The chef and there is also a professor working. In which Manchester? OK, which also have. Same kind of setup, experimental center.

Yes, I can write this proposals. And they have done collaboration with other universities. The chef and there is also a professor working. In which Manchester? OK, which also have. Same kind of setup, experimental center. And other collaboration works.

Yes, I can write this proposals. And they have done collaboration with other universities. The chef and there is also a professor working. In which Manchester? OK, which also have. Same kind of setup, experimental center. And other collaboration works. I can write my research papers and corporation time conductor. Proposal. Get a fund.

Yes, I can write this proposals. And they have done collaboration with other universities. The chef and there is also a professor working. In which Manchester? OK, which also have. Same kind of setup, experimental center. And other collaboration works. I can write my research papers and corporation time conductor. Proposal. Get a fund. Uh, the bug which is going on potentially the result of funded by the. US Air Force.

Yes, I can write this proposals. And they have done collaboration with other universities. The chef and there is also a professor working. In which Manchester? OK, which also have. Same kind of setup, experimental center. And other collaboration works. I can write my research papers and corporation time conductor. Proposal. Get a fund. Uh, the bug which is going on potentially the result of funded by the. US Air Force. Then other. European countries also interested in this. Then I can perform on that and. Perform experimental simulations also can be done. As this proposal can write access, what can we get?

Yes, I can write this proposals. And they have done collaboration with other universities. The chef and there is also a professor working. In which Manchester? OK, which also have. Same kind of setup, experimental center. And other collaboration works. I can write my research papers and corporation time conductor. Proposal. Get a fund. Uh, the bug which is going on potentially the result of funded by the. US Air Force. Then other. European countries also interested in this.

You mentioned writing proposals and collaborating with other universities, but could you give me a concrete example — what specific funding agency or grant mechanism would you target for your hypersonic flow research, and why that one in particular?

So you mentioned collaborating with professors at Manchester and writing proposals — but can you give me a concrete example of one specific funding agency or grant program you’d target for your hypersonic research?

Alright, so you're already collaborating internationally, like with Manchester, and looking at shared experimental setups. For your hypersonic flow or pressure recovery research, can you give me a concrete example of a funding agency or grant you’d specifically target—say, in India, Malaysia, or through an international mechanism?

Right, you’ve been involved in both research and practical teaching. Suppose you’re teaching a class of 200 undergraduates about shock waves and you can’t use slides—how would you run that session to actually get students engaged and wrestling with the material, not just listening?

Okay, so you’ve written proposals and built collaborations to secure research funding. When you’re mentoring students at VIT University, how would you structure their research projects in rapidly evolving fields like Smart Vehicle Technologies to make sure they’re both methodical and adaptable?

Okay, so you’ve already collaborated internationally and have experience with joint proposals and US Air Force funding. At VIT University, their focus is on cutting-edge innovation in areas like Smart Manufacturing and Semiconductor Manufacturing. How would you connect your expertise in hypersonic flows or pressure recovery to those domains, so students see the broader impact beyond just aerospace?

Okay, so you’ve already been involved in collaborations and mentioned ongoing research that's funded by organizations like the US Air Force and European agencies. Shifting back to teaching, Professor, you’ve taught both theory and lab courses—can you give me a concrete example of an active learning exercise you’ve used in a large classroom, where students had to engage with the material instead of just listening?

You mentioned collaborating with Manchester and writing joint proposals, and that you’ve been part of projects funded by the US Air Force and European agencies. Let’s pivot a bit—Professor, could you provide a specific example of your past involvement in accreditation processes or quality assurance, and how you’d apply that experience at VIT University?

Yeah. A small experiment over there.

Yeah. A small experiment over there. Uh, whatever I can do. Calibration.

Yeah. A small experiment over there. Uh, whatever I can do. Calibration. Then test the. Database is available or? Published compil. The if the equipment data equipment is not proper. Then I'll try to fix the problem. Uh, it's not then, which is. I will make an alternative way. Make an other data suspend which can give you better results. And compare with the published results. If it is not. Then I will be compared. Then I will be contacting you trustee. Approaching them. If they have equipment like that which they can, which we can bring. And then use that one.

Yeah. A small experiment over there. Uh, whatever I can do. Calibration. Then test the. Database is available or? Published compil. The if the equipment data equipment is not proper. Then I'll try to fix the problem. Uh, it's not then, which is. I will make an alternative way. Make an other data suspend which can give you better results. And compare with the published results. If it is not. Then I will be compared. Then I will be contacting you trustee. Approaching them. If they have equipment like that which they can, which we can bring. And then use that one. And then I can also do the certification. The other attestations from other nations and international companies. It should be already using. And the I've seen. And I'm working on research, so I've seen different people as in research. Where they are. Working what kind of equipment there? Using so I can take some suggestion from them. And and then try to implement it here.

Yeah. A small experiment over there. Uh, whatever I can do. Calibration. Then test the. Database is available or? Published compil. The if the equipment data equipment is not proper. Then I'll try to fix the problem. Uh, it's not then, which is. I will make an alternative way. Make an other data suspend which can give you better results. And compare with the published results. If it is not. Then I will be compared. Then I will be contacting you trustee. Approaching them. If they have equipment like that which they can, which we can bring. And then use that one. And then I can also do the certification. The other attestations from other nations and international companies. It should be already using.

Yeah. A small experiment over there. Uh, whatever I can do. Calibration. Then test the. Database is available or? Published compil. The if the equipment data equipment is not proper. Then I'll try to fix the problem. Uh, it's not then, which is. I will make an alternative way. Make an other data suspend which can give you better results. And compare with the published results. If it is not. Then I will be compared. Then I will be contacting you trustee. Approaching them. If they have equipment like that which they can, which we can bring. And then use that one. And then I can also do the certification. The other attestations from other nations and international companies. It should be already using. And the I've seen. And I'm working on research, so I've seen different people as in research. Where they are. Working what kind of equipment there?

Yeah. A small experiment over there. Uh, whatever I can do. Calibration. Then test the. Database is available or? Published compil. The if the equipment data equipment is not proper. Then I'll try to fix the problem. Uh, it's not then, which is. I will make an alternative way. Make an other data suspend which can give you better results. And compare with the published results. If it is not. Then I will be compared. Then I will be contacting you trustee.

Yeah. A small experiment over there. Uh, whatever I can do. Calibration. Then test the. Database is available or? Published compil. The if the equipment data equipment is not proper. Then I'll try to fix the problem. Uh, it's not then, which is. I will make an alternative way. Make an other data suspend which can give you better results.

Yeah. A small experiment over there. Uh, whatever I can do. Calibration. Then test the. Database is available or? Published compil. The if the equipment data equipment is not proper. Then I'll try to fix the problem.

Yeah. A small experiment over there. Uh, whatever I can do. Calibration. Then test the. Database is available or? Published compil. The if the equipment data equipment is not proper. Then I'll try to fix the problem. Uh, it's not then, which is. I will make an alternative way. Make an other data suspend which can give you better results. And compare with the published results. If it is not. Then I will be compared. Then I will be contacting you trustee. Approaching them. If they have equipment like that which they can, which we can bring. And then use that one. And then I can also do the certification. The other attestations from other nations and international companies. It should be already using. And the I've seen. And I'm working on research, so I've seen different people as in research. Where they are. Working what kind of equipment there? Using so I can take some suggestion from them. And and then try to implement it here. And your organization? And try to. Make the maximum output point then. If still nothing is workout. Then no need to buy a new equipment. Or need to make that one. Or to the collaboration with industry. Or or the government or other nation internationals. Which can help. And then establish the facility. Organization. And then conduct the experiment. And then? Research and. Get the outputs OK. And publish it in a very high impact system.

Yeah. A small experiment over there. Uh, whatever I can do. Calibration. Then test the. Database is available or? Published compil. The if the equipment data equipment is not proper. Then I'll try to fix the problem. Uh, it's not then, which is. I will make an alternative way. Make an other data suspend which can give you better results. And compare with the published results. If it is not. Then I will be compared. Then I will be contacting you trustee. Approaching them. If they have equipment like that which they can, which we can bring. And then use that one. And then I can also do the certification. The other attestations from other nations and international companies. It should be already using. And the I've seen. And I'm working on research, so I've seen different people as in research. Where they are. Working what kind of equipment there? Using so I can take some suggestion from them. And and then try to implement it here. And your organization? And try to. Make the maximum output point then. If still nothing is workout. Then no need to buy a new equipment. Or need to make that one. Or to the collaboration with industry. Or or the government or other nation internationals. Which can help. And then establish the facility.

Yeah. A small experiment over there. Uh, whatever I can do. Calibration. Then test the. Database is available or? Published compil. The if the equipment data equipment is not proper. Then I'll try to fix the problem. Uh, it's not then, which is. I will make an alternative way. Make an other data suspend which can give you better results. And compare with the published results. If it is not. Then I will be compared. Then I will be contacting you trustee. Approaching them. If they have equipment like that which they can, which we can bring. And then use that one. And then I can also do the certification. The other attestations from other nations and international companies. It should be already using. And the I've seen. And I'm working on research, so I've seen different people as in research. Where they are. Working what kind of equipment there? Using so I can take some suggestion from them. And and then try to implement it here. And your organization? And try to. Make the maximum output point then. If still nothing is workout. Then no need to buy a new equipment. Or need to make that one. Or to the collaboration with industry. Or or the government or other nation internationals. Which can help. And then establish the facility. Organization. And then conduct the experiment. And then? Research and. Get the outputs OK.

You mentioned you'd run a small experiment if the outcome assessment data was inconsistent. Can you describe exactly what kind of experiment you would set up to identify where the inconsistencies are coming from?

Mm-hmm.

You mentioned you'd calibrate equipment and check published data if there were inconsistencies—can you give a concrete example of how you’ve actually done that in your past teaching or lab supervision?

Alright, so you’d actually repeat experiments with students, walk them through things step by step, and even switch to simulations if someone’s still stuck — that’s a very student-centered approach. Professor, can you give an example of how you’d structure mentorship for a research project in a fast-moving field like Smart Vehicle Technologies, where the literature and tools are constantly evolving?

You mentioned hands-on troubleshooting and calibration when things go wrong in the lab. Beyond teaching and research, what role do you see yourself playing in department-level governance — things like curriculum committees, program reviews, or accreditation efforts?

Okay, so if the equipment's not providing reliable assessment data, you’d start by calibrating, then compare with published results, and if that doesn’t work, you’d look for alternative data sources or even reach out to colleagues for access to better equipment. Can you share an example from your past experience where you actually had to resolve a quality assurance or accreditation-related issue like this — what steps did you take, and what was the outcome?

Alright, so you'd start by calibrating equipment, checking published data, and if that didn't solve it, you'd look to bring in external expertise or alternative data sources. Can you give me a concrete example from your past experience where you actually had to deal with inconsistent assessment data or quality assurance gaps, and how you handled it?

You mentioned you'd calibrate equipment and check published data if there were inconsistencies—can you give a concrete example of how you’ve actually done that in your past teaching or lab supervision? Maybe a time where your intervention directly improved the reliability of your department’s assessment data?

Okay, so you’d look for alternative data sources, reach out to colleagues, and even consider bringing in new equipment or international standards if needed. That shows commitment to rigorous standards. Professor, could you give an example of your past involvement in accreditation processes or quality assurance, and how you’d apply that experience at VIT University?

Alright, Professor, let's consider a real scenario. Imagine a student approaches you, claiming their grade on a major project was unfair, and formally accuses you of bias. At the same time, your department head is privately urging you to raise pass rates to improve departmental metrics. How would you handle this situation, balancing fairness, transparency, and institutional pressure?

Okay, so you’d start by calibrating equipment, checking published data, and if that didn’t solve it, you’d look to bring in external expertise or alternative data sources. Let’s consider a scenario: imagine a student approaches you, claiming their grade on a major project was unfair, and formally accuses you of bias. At the same time, your department head is pressuring you to improve pass rates. How do you navigate that?

Okay, so you’d calibrate equipment, compare with published data, and reach out for collaboration or new resources if needed — that’s pretty thorough. Now, let’s talk about a different kind of ethical challenge

Call the Curry. And contract. Call Mike Khaliq.

Call the Curry. And contract. Call Mike Khaliq. My friend and then. Talked with him. 121. How we have done, what research he have done. And from where he got the data?

Call the Curry. And contract. Call Mike Khaliq. My friend and then. Talked with him. 121. How we have done, what research he have done. And from where he got the data? And why they're? Manipulations is there. He didn't receive the proper data, but he's struggling in that. If it is possible from my side I can give suggestion I can help him. And try to modify that. Data by. Another methods. By simulation or experimental? Or compare what he got. Based on that. Check his novelty work. And then try to. Modified that data. Because it's supposed same thing got published. Maybe it be accepted now? But later if somebody have read or done the. Uh, experiments on that. And if he found the problem? Then that. Will be a retraction. Or applications we can. So I will try to take help from my side. Give my help from my side. It is not able to talk. And consult with some other people. Can we do or we can approach? What solutions can be done? And then? Try to modify. And the data. And then? Help him and then make a. For data. And then write it. Check. Get properly, thoroughly. And then oh ****.

Call the Curry. And contract. Call Mike Khaliq. My friend and then. Talked with him. 121. How we have done, what research he have done. And from where he got the data? And why they're? Manipulations is there. He didn't receive the proper data, but he's struggling in that. If it is possible from my side I can give suggestion I can help him.

Call the Curry. And contract. Call Mike Khaliq. My friend and then. Talked with him. 121. How we have done, what research he have done. And from where he got the data? And why they're? Manipulations is there.

Call the Curry. And contract. Call Mike Khaliq. My friend and then. Talked with him. 121.

Call the Curry. And contract. Call Mike Khaliq. My friend and then. Talked with him. 121. How we have done, what research he have done. And from where he got the data? And why they're? Manipulations is there. He didn't receive the proper data, but he's struggling in that. If it is possible from my side I can give suggestion I can help him. And try to modify that. Data by. Another methods. By simulation or experimental? Or compare what he got. Based on that. Check his novelty work. And then try to. Modified that data. Because it's supposed same thing got published. Maybe it be accepted now? But later if somebody have read or done the. Uh, experiments on that. And if he found the problem? Then that. Will be a retraction. Or applications we can.

Call the Curry. And contract. Call Mike Khaliq. My friend and then. Talked with him. 121. How we have done, what research he have done. And from where he got the data? And why they're? Manipulations is there. He didn't receive the proper data, but he's struggling in that. If it is possible from my side I can give suggestion I can help him. And try to modify that. Data by. Another methods. By simulation or experimental? Or compare what he got. Based on that. Check his novelty work. And then try to. Modified that data. Because it's supposed same thing got published. Maybe it be accepted now? But later if somebody have read or done the. Uh, experiments on that. And if he found the problem? Then that. Will be a retraction. Or applications we can. So I will try to take help from my side.

I hear you mentioning contracts and calling your colleague—sounds like you’re referencing collaboration or perhaps dealing with an ethical dilemma involving another faculty member. Can you clarify what you’d do if a colleague asked you to co-author a paper, but you noticed some of their data seemed questionable?

I hear you referencing contacting a colleague or friend directly—so if you found yourself in a situation where a collaborator or another faculty member was involved in questionable research practices, would you address it with them one-on-one first? Or would you escalate it to university leadership right away?

So if you suspected a colleague’s research data was questionable, you’d reach out directly and talk with them one-on-one to understand where they got their information. If after that conversation, you still had doubts about the integrity of the data, what would be your next step?

So if you discover questionable data in a colleague’s research, your first move is a direct, private conversation to understand what happened. But suppose after that discussion, you still feel the data isn’t reliable, and your colleague insists it’s fine and wants you to co-author anyway. What would you do next?

Alright, Professor, with your background in high-speed inlets and work at DRDO, do you have any industry connections or collaborations that could help our students access internships or real-world projects in Smart Vehicle Technologies or related fields?

So you’d tap into your connections—like your colleague in Manchester and various international research groups—to help bring funding, equipment, and even industry collaborations to the table. Can you give me a concrete example of a past collaboration or industry partnership that directly benefited your students, maybe through internships or getting their work noticed by a company?

You mentioned reaching out to colleagues internationally and even facilitating equipment or data exchanges—that’s a strong network. Can you give one concrete example of how you’ve directly connected students to an industry project, internship, or research collaboration that led to a real-world outcome?

Okay, so you’ve clearly got experience connecting students to real research and industry partners, especially with those international collaborations you described. Now I’d like to quickly check on a few core skills for this role. When you’re designing or teaching a course in smart manufacturing or mechatronics, what’s one way you make complex automation concepts accessible to students who don’t have much background in programming or control systems?

Thing is that. Like first I'll make. To understand the basic fundamentals. Because, uh, whatever is the automation system. Or a very advanced systems everything. From the basic. If the student understand the basic fundamentals. Then slowly. I can give them. Make them small experiments. And small examples to do workout. But then, slowly, slowly, they can learn. And then? They can implement it and then they can go. For the full written mode. Of coding and then the automation system. If the students are lagging in that. Then I can contact them. A seminar. Conference or Henson experience at workshops. So in. In that manner they can understand in a better way. Because some students. The lagging in fundamentals. So give. Them extra time. But teach them from my side. Give them some other resources so they can understand in a better manner. Then they can go to. For the coding purpose, then they can do the automation purpose and then they can. We can be. They can be there. Others and they can do the work.

Thing is that. Like first I'll make. To understand the basic fundamentals. Because, uh, whatever is the automation system. Or a very advanced systems everything. From the basic. If the student understand the basic fundamentals. Then slowly. I can give them. Make them small experiments. And small examples to do workout. But then, slowly, slowly, they can learn. And then? They can implement it and then they can go. For the full written mode. Of coding and then the automation system. If the students are lagging in that. Then I can contact them.

Thing is that. Like first I'll make. To understand the basic fundamentals. Because, uh, whatever is the automation system. Or a very advanced systems everything. From the basic. If the student understand the basic fundamentals. Then slowly. I can give them. Make them small experiments. And small examples to do workout. But then, slowly, slowly, they can learn. And then? They can implement it and then they can go. For the full written mode. Of coding and then the automation system. If the students are lagging in that. Then I can contact them. A seminar. Conference or Henson experience at workshops. So in. In that manner they can understand in a better way. Because some students. The lagging in fundamentals. So give. Them extra time. But teach them from my side. Give them some other resources so they can understand in a better manner.

Okay, so you break down fundamentals first and use small, progressive examples to get students comfortable before moving into full automation or coding. When it comes to evaluating students in these courses—beyond just exams—what’s one method you use to assess whether they’ve actually understood both the theory and the practical application?

Alright, so you break down fundamentals first and use small, progressive examples to get students comfortable before moving into full automation or coding. When it comes to evaluating students in these courses—especially if you’re teaching both theory and lab—how do you make sure your exams or assessments actually reflect what students have learned in both settings?

The starting I can give them a fundamental or theoretical acceptance. Solving the problems. Or numerical problems which they can give them answers. And based on that evaluation, I can go on a tougher manner. Or I can give them real industry based problems. Which they can invest in. If they clarify if they could put. Results in that also. Then I can give them a real industry or real application based problem. Where they can contribute their knowledge. Which they learn from fundamental. Experimental and simulation. They combine and then based on that they can make. Something good? Uh, like like a? Working models. So in that way I can evaluate like. What they have learned. How much knowledge they have? What they will do and then based on that they can present that. Ena workshop conference or they can publish a paper. I've done patent on that. So in that way I can evaluate in a better. For an any student. What they have learned, how they achieve and what they are doing with Yeah, we'll keep them in on our. Track project. I need to ask them their academically. If they are lagging in in any subjects. Or they not able to? You were not able to understand.

The starting I can give them a fundamental or theoretical acceptance. Solving the problems. Or numerical problems which they can give them answers. And based on that evaluation, I can go on a tougher manner. Or I can give them real industry based problems. Which they can invest in. If they clarify if they could put. Results in that also. Then I can give them a real industry or real application based problem. Where they can contribute their knowledge. Which they learn from fundamental. Experimental and simulation. They combine and then based on that they can make. Something good? Uh, like like a? Working models. So in that way I can evaluate like. What they have learned. How much knowledge they have? What they will do and then based on that they can present that. Ena workshop conference or they can publish a paper. I've done patent on that.

The starting I can give them a fundamental or theoretical acceptance. Solving the problems. Or numerical problems which they can give them answers. And based on that evaluation, I can go on a tougher manner. Or I can give them real industry based problems. Which they can invest in. If they clarify if they could put. Results in that also. Then I can give them a real industry or real application based problem. Where they can contribute their knowledge. Which they learn from fundamental. Experimental and simulation. They combine and then based on that they can make. Something good? Uh, like like a? Working models. So in that way I can evaluate like. What they have learned.

The starting I can give them a fundamental or theoretical acceptance. Solving the problems. Or numerical problems which they can give them answers. And based on that evaluation, I can go on a tougher manner. Or I can give them real industry based problems.

Okay, so you start with theory and progressively move students toward real-world industry problems for deeper evaluation. Shifting gears, at the PhD level, what was the focus of your dissertation, and how did your research contribute new knowledge to your field?

So you start students with theoretical and basic problem-solving, then gradually ramp up to industry-based, application-oriented assessments, which blend fundamentals, experiments, and simulations. When you’re guiding student projects or research, what’s your approach to helping them define a clear research question that’s both ambitious and actually feasible within the resources and time they have?

So you give students theoretical and numerical assessments first, then gradually move them into real-world application and even encourage publishing if their work is strong. Let’s talk about your own PhD for a moment—what was the exact focus of your dissertation, and how did you choose that specific problem within your broader research area?

Yeah, we'll keep them in on our. Track project. I need to ask them their academically. If they are lagging in in any subjects. Or they not able to? You were not able to understand. So based on that I need to see their timings how how free they are. How much you work? How much are the time they can spend? Problems and. Based on that, which student have got clarity? What technically? Based on that I can give them pro. Uh, if they are uh, still struggling. With those things and don't able to manage the time management and. Then, uh, I can talk with their mentor. Or like I can. I can what whichever help I can do from my side I will do. Ask their friends. Or others if they can work in a team. They can understand in a better way. If supposed to work for students are working. And one student having. Some work at that time so others can work. Then at the next move. These two can work and those two. They can. They can share their knowledge. They can. Share what work they have done. What learning they have done. So in that way. They can manage their time. They can learn things. Then they can work.

Yeah, we'll keep them in on our. Track project. I need to ask them their academically. If they are lagging in in any subjects. Or they not able to? You were not able to understand. So based on that I need to see their timings how how free they are. How much you work? How much are the time they can spend? Problems and. Based on that, which student have got clarity? What technically? Based on that I can give them pro. Uh, if they are uh, still struggling. With those things and don't able to manage the time management and. Then, uh, I can talk with their mentor. Or like I can. I can what whichever help I can do from my side I will do. Ask their friends. Or others if they can work in a team.

Yeah, we'll keep them in on our. Track project. I need to ask them their academically. If they are lagging in in any subjects. Or they not able to? You were not able to understand. So based on that I need to see their timings how how free they are. How much you work? How much are the time they can spend? Problems and. Based on that, which student have got clarity?

Yeah, we'll keep them in on our. Track project. I need to ask them their academically. If they are lagging in in any subjects. Or they not able to? You were not able to understand. So based on that I need to see their timings how how free they are. How much you work?

So you keep close tabs on students, especially those who might be struggling, and check in about their academic progress. When you notice someone falling behind, what’s a concrete strategy you use to get them back on track—maybe a specific example of how you helped a student catch up in one of your classes?

So you check in with students about their workload and academic standing so you can adjust your expectations or support them if they're struggling. Thinking about your own PhD experience, what was the focus of your dissertation, and how did it shape your approach to research and teaching?

Alright, so you keep students on track by checking in about their workload and clarity on assignments. Now, for this Assistant Professor (Research) role, can you tell me a bit about your own research publications — maybe pick one journal paper you're proud of and walk me through the core finding or contribution?

Alright, so you check their schedules and team dynamics, and even bring in mentors or peer support if someone’s falling behind. Shifting gears, Professor, for this Assistant Professor (Research) position, can you share a bit about your own research publications—maybe walk me through one that you think best represents your expertise?

Alright, so you try to keep students on track by checking their schedules and encouraging teamwork if anyone’s falling behind. Now, Professor, for this Assistant Professor (Research) role, can you share a bit about your own research publications? Maybe pick one journal article you’re proud of and walk me through the research question, your methodology, and the impact it had.

Yeah, sure. My work is on. That we already worked there in the design of supersonic nozzle.

Yeah, sure. My work is on. That we already worked there in the design of supersonic nozzle. Your Plaza of Internet. That work is uh. Very tedious and curious.

Yeah, sure. My work is on. That we already worked there in the design of supersonic nozzle. Your Plaza of Internet. That work is uh. Very tedious and curious. The resigning of the brighter wind handle. It's very difficult because the properties of plasmas are not available at the time. So I need to get the properties of AIR. At very high temperature.

Yeah, sure. My work is on. That we already worked there in the design of supersonic nozzle. Your Plaza of Internet. That work is uh. Very tedious and curious. The resigning of the brighter wind handle. It's very difficult because the properties of plasmas are not available at the time.

Yeah, sure. My work is on. That we already worked there in the design of supersonic nozzle. Your Plaza of Internet. That work is uh. Very tedious and curious. The resigning of the brighter wind handle. It's very difficult because the properties of plasmas are not available at the time. So I need to get the properties of AIR. At very high temperature. Design the convergent type in the. The then, uh, using. Residing using a different topical software.

Yeah, sure. My work is on. That we already worked there in the design of supersonic nozzle. Your Plaza of Internet. That work is uh. Very tedious and curious. The resigning of the brighter wind handle. It's very difficult because the properties of plasmas are not available at the time. So I need to get the properties of AIR. At very high temperature. Design the convergent type in the. The then, uh, using. Residing using a different topical software. Then then the meshing instruction assist. Hey Cortana then done the simulation using Ansys Point.

Yeah, sure. My work is on. That we already worked there in the design of supersonic nozzle. Your Plaza of Internet. That work is uh. Very tedious and curious. The resigning of the brighter wind handle. It's very difficult because the properties of plasmas are not available at the time. So I need to get the properties of AIR. At very high temperature. Design the convergent type in the. The then, uh, using. Residing using a different topical software. Then then the meshing instruction assist. Hey Cortana then done the simulation using Ansys Point. For the DRDO. After that also. By conducting small experiment. HDRT patterns. Then the notebook to do that to validate my results I use the access point and also to validate. You see the results I have. Put up the Mach number and the submission maximum number. Where is compared to both of them.

Yeah, sure. My work is on. That we already worked there in the design of supersonic nozzle. Your Plaza of Internet. That work is uh. Very tedious and curious. The resigning of the brighter wind handle. It's very difficult because the properties of plasmas are not available at the time. So I need to get the properties of AIR. At very high temperature. Design the convergent type in the. The then, uh, using. Residing using a different topical software. Then then the meshing instruction assist. Hey Cortana then done the simulation using Ansys Point. For the DRDO. After that also. By conducting small experiment. HDRT patterns.

Yeah, sure. My work is on. That we already worked there in the design of supersonic nozzle. Your Plaza of Internet. That work is uh. Very tedious and curious. The resigning of the brighter wind handle. It's very difficult because the properties of plasmas are not available at the time. So I need to get the properties of AIR. At very high temperature. Design the convergent type in the. The then, uh, using. Residing using a different topical software. Then then the meshing instruction assist. Hey Cortana then done the simulation using Ansys Point. For the DRDO. After that also. By conducting small experiment. HDRT patterns. Then the notebook to do that to validate my results I use the access point and also to validate. You see the results I have.

Okay, so you’ve worked on the design of supersonic nozzles — that’s pretty specialized. When you published on that topic, what was the biggest technical challenge you faced during the research, and how did you address it?

Yeah, sure. My work is on. That we already worked there in the design of supersonic nozzle. Your Plaza of Internet. That work is uh. Very tedious and curious. The resigning of the brighter wind handle. It's very difficult because the properties of plasmas are not available at the time. So I need to get the properties of AIR. At very high temperature. Design the convergent type in the. The then, uh, using. Residing using a different topical software. Then then the meshing instruction assist. Hey Cortana then done the simulation using Ansys Point. For the DRDO. After that also. By conducting small experiment. HDRT patterns. Then the notebook to do that to validate my results I use the access point and also to validate. You see the results I have. Put up the Mach number and the submission maximum number. Where is compared to both of them. That is the supersonic wind tunnel. Then later they. Run the experiment. Yeah, I have done the simulation part in designing part.

Yeah, sure. My work is on. That we already worked there in the design of supersonic nozzle. Your Plaza of Internet. That work is uh. Very tedious and curious. The resigning of the brighter wind handle. It's very difficult because the properties of plasmas are not available at the time. So I need to get the properties of AIR. At very high temperature. Design the convergent type in the. The then, uh, using. Residing using a different topical software. Then then the meshing instruction assist. Hey Cortana then done the simulation using Ansys Point. For the DRDO. After that also. By conducting small experiment. HDRT patterns. Then the notebook to do that to validate my results I use the access point and also to validate. You see the results I have. Put up the Mach number and the submission maximum number. Where is compared to both of them. That is the supersonic wind tunnel. Then later they. Run the experiment. Yeah, I have done the simulation part in designing part. Currently experimental work is going in. They had brought and made the prototype and real pro. And dosing experiments are going on. Uh, then presently I'm working on Experiment and Hypersonic. Thanks uh, I got inspired and motivated through the supersonic.

So you worked on designing a supersonic nozzle and mentioned it was both tedious and interesting. What was one unexpected obstacle you hit during that research, and how did you overcome it?

Okay, so you worked on designing a supersonic nozzle for plasma flow, which sounds like it involved a lot of unknowns with plasma properties. What methodology did you use to actually measure or estimate those properties when the data wasn’t available?

So you were working on supersonic nozzle design, where you had to estimate air properties at very high temperatures because plasma data wasn’t available. What kind of experimental setup or computational method did you rely on to get those high-temperature properties for your research?

Okay, so you used specialized software to design a supersonic nozzle for plasma flows, and had to estimate high-temperature air properties since plasma data wasn't available. What was the main finding or impact of that work after you published it?

Okay, so you had to estimate plasma and high-temperature air properties, and use a range of simulation tools just to get the nozzle design to work. That’s a solid example of research tenacity. Shifting gears, can you give me an example of an industry project or consultancy work you’ve been involved with—something outside of pure academic research? What was your role, and what kind of impact did it have?

Alright, so you had to estimate air properties at high temperatures, use different software for design and meshing, and do experiments for DRDO — that’s a pretty involved process for a publication. To round this out, have you also contributed to any industry projects or consultancy work as part of your research, maybe helping a company solve a real technical challenge?

Alright, so you had to estimate properties, use different software, and validate with experiments for your supersonic nozzle work — that’s a solid research process. For this role, do you also have experience guiding student projects or supervising undergraduate or graduate research? Maybe give me an example of how you’ve helped a student take a project from idea to something publishable or presentable.

Alright, so you designed that supersonic nozzle for plasma applications, even building your own property database when published values weren't available—that's a real research grind. Now, thinking about your communication style, how do you make sure your lectures and lab instructions are really structured and clear, especially for students who might not have strong backgrounds in the topic?

Alright, so you handled the nozzle design from simulation to validation, even pulling in property data when it wasn’t available—that’s real end-to-end research ownership. For this Assistant Professor (Research) role, do you also have experience guiding students through their own research projects or theses, especially in a hands-on or experimental context?

Alright, you’ve got a solid publication record and seem pretty comfortable guiding students through research. Now, Professor, can you walk me through a time when you were responsible for student evaluation and exam duties—how did you structure those assessments, and what steps did you take to ensure grading was consistent and fair?

Yeah, sure. When I take the class. I everything. Uh, properly PC play. The best trick that got. Because that. The times they have to not properly I need to deliver. When I get glasses and things. And I'll make sure that. Everybody will be learning in a proper. If you seek an example of 40 minutes or 15 minutes or one hour.

Yeah, sure. When I take the class. I everything. Uh, properly PC play. The best trick that got. Because that. The times they have to not properly I need to deliver. When I get glasses and things. And I'll make sure that. Everybody will be learning in a proper. If you seek an example of 40 minutes or 15 minutes or one hour. The last 15 minutes I tried to solve the problems. Which I have got. The theoretical manner. That I always give. And problem to solve them. The circle then evaluated next day. And based on that I will be knowing. Understand properly or not. I also contact. Secretly, uh. Something once another. So based on that only I'll keep the. For this student. That how they're performing. And then if somebody is lagging behind that? Take the extra classes or. So in this manner which are lacking back. I can help them. For understanding the learn the lesson.

Yeah, sure. When I take the class. I everything. Uh, properly PC play. The best trick that got. Because that. The times they have to not properly I need to deliver. When I get glasses and things. And I'll make sure that. Everybody will be learning in a proper. If you seek an example of 40 minutes or 15 minutes or one hour. The last 15 minutes I tried to solve the problems. Which I have got. The theoretical manner. That I always give. And problem to solve them. The circle then evaluated next day. And based on that I will be knowing. Understand properly or not. I also contact. Secretly, uh. Something once another. So based on that only I'll keep the. For this student. That how they're performing. And then if somebody is lagging behind that? Take the extra classes or. So in this manner which are lacking back. I can help them. For understanding the learn the lesson. When re remaining, those who are very fair enough. Right to get. Other higher studies or have. Various portions and so they can be. In a better question, they understand the concept. Then try to arrange make gifts and some project or something. Richly an evaluated profit.

Yeah, sure. When I take the class. I everything. Uh, properly PC play. The best trick that got. Because that. The times they have to not properly I need to deliver. When I get glasses and things. And I'll make sure that. Everybody will be learning in a proper. If you seek an example of 40 minutes or 15 minutes or one hour. The last 15 minutes I tried to solve the problems. Which I have got. The theoretical manner. That I always give. And problem to solve them. The circle then evaluated next day. And based on that I will be knowing. Understand properly or not. I also contact. Secretly, uh. Something once another. So based on that only I'll keep the. For this student. That how they're performing.

Alright, you mentioned structuring your classes and making sure everyone learns properly, but can you give me a concrete example—maybe walk me through a specific exam or assessment you designed, including how you graded it and what steps you took to avoid bias or ensure fairness?

Alright, so you used the last part of each class session for problem-solving, then checked those answers the next day and tracked students' progress over time. Now, Professor, I also need to confirm—your doctorate is in a field directly related to mechatronics, smart manufacturing, or a similar specialization, correct?

Okay, so you use class time for quick problem-solving, check work the next day, and track how students are doing so you can offer extra support if needed. Now, to confirm — your doctorate is in a field directly related to mechatronics or smart manufacturing, correct? What was your specific research area during your PhD?

You explained the supersonic nozzle project well, but I didn’t catch which specific journal you published that work in. Can you name the journal and talk a bit about the peer review process for that paper?

Yeah, it's a part of mechanical engineering. Doing in aerospace and aeronautical. Chemical Engineering.

Yeah, it's a part of mechanical engineering. Doing in aerospace and aeronautical. Chemical Engineering. This is aerospace. I'm doing. CFD simulation. Experimentally both. Preparing marital CFP submission and. Which will be used in the current scenario where defence industries. The greatest system. Living rooms.

Yeah, it's a part of mechanical engineering. Doing in aerospace and aeronautical. Chemical Engineering. This is aerospace. I'm doing. CFD simulation. Experimentally both. Preparing marital CFP submission and. Which will be used in the current scenario where defence industries. The greatest system. Living rooms. Practically. Examples are there. Can improve the efficiency of engine. The styles I think were really helpful. Which we can see that our country is required for that purpose. Try to publish.

Yeah, it's a part of mechanical engineering. Doing in aerospace and aeronautical. Chemical Engineering. This is aerospace. I'm doing. CFD simulation. Experimentally both. Preparing marital CFP submission and. Which will be used in the current scenario where defence industries. The greatest system. Living rooms. Practically. Examples are there. Can improve the efficiency of engine. The styles I think were really helpful. Which we can see that our country is required for that purpose. Try to publish. Projects which can help the execution and all. Better stream.

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

So, your doctoral work spans mechanical and aerospace, with both CFD simulations and experimental validation for defense applications—sounds like a solid fit for our research focus. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

So your work connects mechanical, aerospace, and even chemical engineering, with an emphasis on CFD and experimental research for defense applications. Before we wrap up, is there anything you’d like to ask about the role or the team?

Okay, so your doctoral work bridges mechanical and aerospace engineering, with a strong focus on CFD and experimental research, especially for defense and propulsion applications. Mr., before we end, is there anything you’d like to ask about the role or the team?

I just want to ask like. Our percentage of the profession. Begin research. Well, that will be there.