Kindly begin.

Please start by introducing your professional journey in academia

Good. Good morning, Sir, myself, Doctor Abdul Naseeb Ghani. I am currently working as an assistant professor. In the Department of Mathematics and Statistics. Many for university, Jaipur.

Alright, so you're currently at Manipal University Jaipur as an assistant professor in mathematics and statistics. Could you share how your academic path led you to this position?

Now regarding my education qualification, I have done. PhD.

You mentioned you completed your PhD—could you tell me a bit about your area of doctoral research and what drew you to that topic?

OK Sir, I have done PhD. In a mathematics from Sri Mata vishnu Devi university in the year 2022 and my area of research is physiologic and its applications to. Artificial intelligence.

I also done MSC Mathematics from Central University of Kashmir.

Alright,

1000.

Dr. Ghani,

You mentioned your MSc in Mathematics from Central University of Kashmir. Was there a particular course or topic during your master's that sparked your interest in teaching mathematics to undergraduates?

Acid in MSC Mathematics. There we studied graph theory.

Okay, so graph theory was a significant part of your MSc experience. When you teach graph theory concepts to undergraduates, how do you make those abstract ideas relatable for students who might struggle with visualization?

And a advanced graph theory and it is applications and. Because after this. Said we pull out a graphics on A2 dimensional or a three-dimensional. This plan is and we give the real life applications like Google map. Uh, like travel salesman problem and other things in order so that they can get, uh, the good concept about the graph theory.

Alright, so you use real-world examples like Google Maps and the traveling salesman problem to help students connect abstract graph theory to things they see every day. Have you noticed any particular misconceptions students tend to have when learning graph theory for the first time?

Maybe they are they are experiencing like this kind of problems like what are these edges and what are what will be the vertices in? Travelling salesman problem are this. Google may find what will be the edges. Then we explain them. Very briefly.

Dr. Ghani, looking at your recent publication in IEEE Access—“A novel picture fuzzy similarity measure: Theory and practical applications”—how did you translate the theoretical aspects of fuzzy similarity into practical classroom activities for your students?

So we can use this similarity measure for. Classification analysis. Or we can say that in better recognition. We can use them for this feature selection also. For personal selection.

So you use your picture fuzzy similarity measure for classification and feature selection, and you mentioned personnel selection as well. When teaching these concepts, do you have students work hands-on with actual data sets, or is it more focused on the theoretical side?

It is. So this related to this.

It is. So this related to this. Theoretical part as well as the institute data sets.

You were starting to explain how this relates to your teaching. Do students get to implement these similarity measures on their own, or do you mostly focus on guiding them through the theory behind it?

There will be also. Use data set.

Okay,

You said you'll use data sets as well when teaching these concepts. Switching gears for a moment—how do you support students who struggle with mathematical rigor, especially when they're working through proofs or abstract reasoning in your courses?

Sir, basically these concepts are actually based on the concept of set theory, and we know that the mathematics student is. They have good. This knowledge about the seed theory. So we use these set theory and uh. We have supposed better recognition problem. We can. You take the data either using the linguistic edges or using some conversion formula. And we will forum suppose 3 noon sets and we will take an unknown set. Now our aim is to see with. Each year out of these known sets, these unknown sets shares the magnitude. And accordingly, we will apply our similarity majors. And other comparability measures. Are deciding. Output.

Given your work in fuzzy logic and A I, where do you see the most fundable research directions over the next three years? What types of grants would you pursue to support that work?

In next three years I am going to develop some. New This similar team measures for the most recent type of fuzzy sets, like. T Spherical physicists. Complex spheric sets. And I want to apply them in. This medical diagnosis. Uh, in uh, submit this uh, how to uh. Identification of a best medical ways to treatment method.

You want to develop new similarity measures for spherical fuzzy sets and apply them in medical diagnosis, which sounds ambitious. What specific funding agencies or grant programs would you target for support, and how would you demonstrate the practical value to those funders?

And where we can dispose of this medical waste? What is the best method for them? And how to?

You brought up medical waste disposal as a practical application for your research. For grant applications, funders usually want to see measurable societal impact. How would you demonstrate that your similarity measures or fuzzy set research can actually improve decision-making in medical waste management, beyond just theory?

No, we can approach some. Pending agencies like ANRF or DST or NBHM and regarding the application of similarity majors in handling the. Medical waste treatment method. Because the medical mistreatment method is actually a multicultural decision making problem and in multicare decision making problems we have. Their criterias and for each criteria we have to assign the weight. And for assigning the weights we can use our similarity measures. And accordingly then we can use the. Fezi Inferior. The imperial ratio method where we can use our similarity measure for finding the desired output or desired the. Best release for dumping this medical waste or transporting this? History. Miracle waste.

Alright, so you're targeting agencies like ANRF, DST, and NBHM, and you see medical waste management as a multicriteria decision problem where your similarity measures help assign weights and optimize outcomes. If you had to build a research group around this at VIT University, what kinds of collaborators or interdisciplinary partnerships would you look for to strengthen the project?

Now we would like to engage, or I would like to. Commemorate it with the. UH faculty members are. Scholars from other departments, particularly this.

Now we would like to engage, or I would like to. Commemorate it with the. UH faculty members are. Scholars from other departments, particularly this. Venus has been. I made this computer science.

You talked about using real-world applications like Google Maps and the traveling salesman problem to make graph theory relatable. Suppose you had 200 students in a graph theory class and couldn't use slides or a traditional lecture—how would you keep them actively engaged and help them wrestle with the material?

Alright, so you’d look for collaborators from computer science and other departments to tackle these interdisciplinary projects. Before we wrap this section up, how would you balance your teaching and research commitments while contributing to service and administrative responsibilities at VIT University, so that both academic goals and student development are supported?

This introduced the. Sub computing or? Pesilogic and it's happened.

Okay, switching gears—accreditation cycles can be pretty demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

And uh. I can as the coordinator. If. Now we will, I will my. Question will be to. Give them some. A lecture is related to teaching or other things how to handle classroom, particularly which we have been taught during the group. We will also discuss some real world problems.

So you're thinking as a coordinator, you'd organize lectures to help faculty address classroom management and teaching strategies, plus bring real-world problems into discussion. But for accreditation, the challenge is often tracking outcomes and consistency across courses. What tools or processes would you put in place to make sure outcome assessment data is reliable and regularly updated?

We will continue the meeting is. Day-to-day and. Can use.

You mentioned day-to-day meetings as a way to keep everyone aligned, which can help. But with accreditation,

Father sing the. Faculty.

Let’s shift gears. Imagine a student files a formal complaint alleging your grading is biased, but at the same time, your department head is pressuring you to improve pass rates. How do you navigate that situation?

And we will look. Exactly into the complete and we will. We can use the feedback mechanism also and we can also use. Like and show them the answer. Script is where they have. The problem? Try to salute. And we can also just after the. And uh. The examination is finished, we can put on the. Seeking up the evaluation. How would the evaluation will be will be done? So that. Add the Citroen dentist will. Do not have any kind of doubt No, I will. I will show the. Clear process.

And we will look. Exactly into the complete and we will. We can use the feedback mechanism also and we can also use. Like and show them the answer. Script is where they have. The problem? Try to salute. And we can also just after the. And uh. The examination is finished, we can put on the. Seeking up the evaluation. How would the evaluation will be will be done?

You said you'd review the complaint carefully, show students their answer scripts, and use feedback plus a transparent evaluation process. But what if your department head still pushes for higher pass rates, even after you've shown your grading is fair? How would you respond?

No, I will. I will show the. Clear process. How I have evaluated? And how much? Marcus Student says, given that will be.

No, I will. I will show the. Clear process. How I have evaluated? And how much? Marcus Student says, given that will be. But I I may say.

You'd make sure the grading process is clear and transparent to everyone, even if the department head keeps pushing for higher pass rates. That's reasonable. If the department head disagrees and insists on changing your grading standards, how would you handle that conflict without compromising academic integrity?

Alright, let's shift focus to industry alignment. Given your expertise in Supply Chain Management and Advanced Statistical Methods, do you have any connections or past collaborations with industry that could help students at VIT University secure internships or placements?

You’re saying you’d clarify your grading process and show exactly how each mark was awarded, but you might push back if the department head kept insisting. Let’s switch gears a bit—Dr., considering VIT University's emphasis on emerging technologies, how would you integrate concepts like DeepTech and Artificial Intelligence into your Mathematics curriculum effectively?

Actually, if the. 3 settlers insisted for giving the higher grade markers than. I think that is not a. And I have already shown the evaluation process.

You’re holding firm on academic standards even if pressured for higher grades, and you’d show your evaluation process to justify your decisions. Now,

And we can also shift to online this examination. We can use these. How many teaching tools are online examination tools?

Alright, so you'd shift to online exams and leverage digital teaching tools to help students grasp DeepTech and AI, especially those without a strong technical background. Can you give me a concrete example—like, what kind of real-world DeepTech or AI problem would you use in a mathematics class to make these concepts accessible?

So that the students can give the examination online and. Then they can and we will also display. Teaching Evaluation. We can use these. Like a digital. Digital boards. Some other, some borders. For generating the curiosity of considering mathematics in the pseudonym, so that in. Because in some audible this we can. Through each and everything clearly. Kindly proceed.

You mentioned using digital boards and online tools to make mathematics concepts clearer and more engaging, especially by displaying evaluation openly. But I was hoping for a specific example—can you describe a DeepTech or A I application from industry that you’d introduce in your math class to spark student curiosity and show practical relevance?

Currently I do not. I'm not getting. Display many kind of specific example relevant to the industry.

Alright, you said you're not able to give a specific industry example right now. That’s fair. Before we wrap this section—what initiatives would you propose to foster interdisciplinary collaboration among departments at VIT University, especially leveraging your expertise in Supply Chain Management and Advanced Statistical Methods?

We can bring. Also like mathematics and. So that it will be jointly. This taught by the frequently from mathematics as well as verticality from UH. Computer science and faculty from Statistics. We can also give emphasize to interdisciplinary research.

You mentioned using digital boards and interdisciplinary teaching to foster collaboration, and standing firm on fair evaluation. Let's switch gears now. Professor, I'd like to verify some key skills for this role—starting with your expertise in Supply Chain Management, Advanced Statistical Methods, DeepTech, and A I as they relate to mathematics. Can you describe a scenario where you applied advanced statistical methods to optimize a supply chain, integrating mathematical modeling or machine learning?

Well, we have used. Concept like correlation and this is. And. Friday finding the ranking.

Up the alternative. Use and we have used also cholesterol technique.

Okay, so you used correlation and ranking techniques in supply chain optimization.

Alright, you mentioned using clustering techniques as well. Let’s talk about teaching—how do you approach balancing theory and practical labs when designing a mathematics course, especially for students with mixed backgrounds?

Yesterday, because we have used, we have developed some new correlation. Option this which give. Correlation as well. We give nature a degree. We have applied the immune. Various decision making area. As particularly this. And suppose we have to buy a house. And which house will be the best? We have used there already.

You applied correlation methods to decision-making, like choosing which house to buy. Got it. Now, when you’re teaching theory and lab courses, how do you make sure students are not just memorizing but actually understanding and applying mathematical concepts in real-world situations?

And other. Fizzy status. We can apply, we can ask the student is. I suppose we will give them the. The data is in linguistic form. We will, uh. And this, uh, teach them how to transfer this data. How to transfer these linguistic edges into the real data so that after getting the real data. And we can use them. The problems and for conversion object. This student is need to develop some convergent formula. In this video teacher can help them to. Get that formula. And also using that formula we can. Move to Allusteying or some other example. So kindly proceed.

Alright, so you’d guide students to convert linguistic data into numerical form and help them develop formulas for real-world problems. Now, let’s talk about evaluating students—when you’re responsible for exam duties, what’s your process for ensuring fairness and consistency in grading, especially across large batches?

While evaluation or while doing the evaluation process? My approach will be that suppose if there are 10 questions and there are hundreds students in Ekalas. I will. Give the mark, spar the. Question #1.

All of the. So to deltas. In this way there will be no discrimination or biasness. And then I will. I will.

Alright, so you’d grade each question across all students before moving on to the next—keeping things consistent. When you guide student projects or research, what’s your method for helping them choose a topic that’s meaningful and achievable, rather than something too broad or disconnected from their skills?

You’re aiming to keep things fair and unbiased by grading question-by-question across all students. When you help students select project topics, do you have a strategy for guiding them if they pick something too ambitious or outside their expertise—how do you help them narrow it down without discouraging their interest?

Yeah, if this student chooses the topic that is not relevant to me, then I will help him. Discussing about the topic by first of all studying myself the topic and going thoroughly through it. And then? Accordingly guiding the situation. Are the corresponding traffic.

Okay, so if a student chooses a topic outside your expertise, you’d study it yourself and then help guide them.

Furthermore, I will encourage. Sort of presentation is. Yeah, during. The student's move is a nippy.

So you encourage presentations and keep students engaged during lectures. Now, Professor, can you briefly share your research focus during your PhD and how it connects to mathematics or interdisciplinary applications?

By best of all giving them the background of the topic. And and after giving the. During my PhD program we have. Developer various information measures. And we have developed. We have established their application in. Uh, better than recognition? Medical diagnosis. Clustering and Multicriteria Decision-making and impact We have developed a new decision-making method. In a picture fuzzy environment that is more robust and effective than the traditional method that is topsies.

Alright, so you developed new information measures during your PhD and applied them to areas like medical diagnosis, clustering, and multicriteria decision-making—even proposing new methods beyond traditional ones. Now, could you share an example of a publication from your research that was accepted in a reputed journal, and what impact it had on the field or in practice?

Yeah, there is one there. Almost all of the publication is are good, but one which I recommend is that. Application of. Terrific is similarity majors in pattern recognition. Medical, veganascular and decision-making. It has been accepted in the journal Expert Systems with Applications.

Alright, so your publication in Expert Systems with Applications focused on similarity measures and had applications in pattern recognition and medical decision-making.

And in the. Steady, we have developed some new similarity measures spark plug. Hello I'm sorry that I currently don't have any experience of working. This industry however, in future I am planning to apply my this. Newly developed methods in. Uh, industrial, uh. And air industry problems related to industry. I'm going to proceed, Sir.

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

Yeah. Just my question is. What will be the minimum teaching loads for the faculty at the VIT? And what will be the pump? Publication. How many? Paper receipts faculty has to publish.

Thanks for asking, Professor. For teaching load, faculty at VIT typically handle a minimum of two to three courses per semester, with some variation depending on department needs and seniority. Regarding publications, faculty are expected to contribute actively to research, and the target is usually two to three papers in reputed journals each academic year, but quality is valued over quantity. Anything else you'd like to know about the role or team?

I want to add here one more thing that I am. I have been recently recognized as the world's top 2% scientist. For the year 2024 and 2025 by incident Power University and illusory.