Global Research Society Publisher

GRS Publisher Open Access Policy
Introduction
GRS Publisher is committed to advancing knowledge and fostering collaboration through open access publishing. Our open access policy ensures that research is freely accessible to all, promoting wider dissemination and engagement with scholarly work.
Definition of Open Access
Open access (OA) refers to the practice of providing unrestricted access to scholarly research outputs, including journal articles, books, and other academic publications. All materials published under this policy are freely available to read, download, and share, without financial, legal, or technical barriers.
Mission and Vision
Our Mission
Our mission is to publish rigorous, peer-reviewed scholarly work that contributes to the advancement of science, education, and society. We strive to maintain the highest standards of integrity and quality in all our publications, ensuring that each piece of research is a valuable resource for the academic community and beyond. We envision a world where knowledge is freely accessible to all, empowering researchers, students, and the general public to engage with and contribute to the global dialogue of ideas. Our commitment to open access ensures that research can be disseminated widely, promoting collaboration and discovery.
Our Vision
We envision a world where knowledge is freely accessible to all, empowering researchers, students, and the general public to engage with and contribute to the global dialogue of ideas. Our commitment to open access ensures that research can be disseminated widely, promoting collaboration and discovery.
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Journals
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Track Manuscript
Latest Article
1. Formative Barriers to Agricultural Value Addition: A Multi-Dimensional...
2

Abdullahi Auwal Gindi*, Yahaya...
Department of Agricultural Economics and Extension, Faculty of agriculture Abdullahi Fodio University of Science and Technology Aliero, P.M.B 1144, Birnin Kebbi, Kebbi State, Nigeria.
1-3

Women are the primary drivers of agricultural value addition in Sub-Saharan Africa, yet their economic potential remains stifled by systemic barriers. This study investigates the resource and institutional constraints limiting women’s participation in groundnut value addition in North-Western Nigeria. Using a cross-sectional survey of 142 female processors and farmers, the study initially attempted dimensionality reduction via Principal Component Analysis (PCA). However, a Kaiser-Meyer-Olkin (KMO) measure of .371 indicated a lack of shared variance, revealing that these constraints operate as distinct, orthogonal formative indicators rather than reflective latent constructs. Consequently, a theoretical composite approach was adopted. Descriptive analysis identified lack of access to credit (M = 4.67, SD = 0.555) and market access problems (M = 4.39, SD = 0.673) as the most severe barriers. Furthermore, institutional support deficits, particularly in extension services (M = 4.32, SD = 0.820), compound these resource limitations. The findings challenge the conventional methodological assumption that agricultural constraints can be neatly clustered into single latent factors. Instead, they demonstrate that vulnerabilities are formative and multi-causal. The study concludes that targeted, collateral-free microfinance and the deployment of gender-sensitive extension services are critical to dismantling these distinct, intersecting barriers, thereby enhancing women’s economic resilience in rural agri-food systems.
2. Physicochemical Properties, Phytochemical Composition, Fatty Acid Prof...
3

Nuhu Umar Dabai*, Usman Rufai...
Department of Chemistry Education, Adamu Augie College of Education, P.M.B. 1012, Argungu, Kebbi State, Nigeria.
1-6

This study investigated the physicochemical properties, phytochemical composition, fatty acid profile, FT-IR functional group characterization, and cyanogenic glycoside content of Neocarya macrophylla (gingerbread plum) seed oil sourced from Kebbi State, north-western Nigeria. Oil was extracted by Soxhlet method with n-hexane and analyzed using AOCS/AOAC standard methods, qualitative phytochemical tests, Fourier-transform infrared spectroscopy (FT-IR), and gas chromatography-mass spectrometry (GC-MS). Physicochemical analysis yielded a saponification value of 153.33 mgKOH/g, iodine value of 33.07 gI2/100g, peroxide value of 45.5 meq/kg, free fatty acid content of 3.72%, and acid value of 13.41 mgKOH/g, classifying the oil as a non-drying oil suitable for soap and cosmetic manufacture. FT-IR spectroscopy confirmed key functional groups: O–H carboxylic acid stretching at 3475.84 cm⁻¹, ester carbonyl C=O at 1740.81 cm⁻¹, and C–O triacylglycerol vibrations at 721.4 cm⁻¹, consistent with a triacylglycerol-rich oil composition. Qualitative phytochemical screening confirmed alkaloids, tannins, flavonoids, saponins, steroids, and terpenoids; cardiac and cyanogenic glycosides were absent. GC-MS fatty acid profiling identified eleven fatty acids; oleic acid was predominant at 42.46%, followed by icosatetraenoate/arachidonic acid (17.67%) and eicosatrienoic acid, palmitic, stearic, and erucic acids. The MUFA/PUFA ratio of ~1.31 indicates favourable oxidative stability. Collectively, these results confirm the multi-sector industrial potential of N. macrophylla seed oil for soap, cosmetics, pharmaceuticals, and nutraceutical applications.
3. Teacher Education in India: Institutional Architecture and Scheme-Base...
1

Kulsuma Nazir*
PhD Research Scholar Jamia Millia Islamia, New Delhi.
16-24
https://doi.org/10.5281/zenodo.22228205

Teacher education is a comprehensive process that aims to prepare and equip teachers with the knowledge, attitudes, behaviours, and skills needed to be effective in classrooms, schools, and the wider community. The process involves a range of policies, procedures, and programmes designed to help teachers develop expertise in their subject areas, understand the learning needs of their students, and engage with the diverse social, cultural, and economic contexts of their communities. The contemporary meaning of teacher education goes beyond pre-service training; it now includes in-service learning, continuous professional development, mentoring, technology-enabled learning, and quality assurance. This paper examines teacher education as an ecosystem rather than as a single programme or institution. It argues that national bodies such as UGC, NCERT, NCTE, SCERTs, and DIETs provide the structural and academic foundation of teacher education, while schemes and other initiatives such as SSA, RMSA, Samagra Shiksha, PMMMNMTT, DIKSHA, NISHTHA, and the National Mission for Mentoring operationalize it at large scale. The present paper reviews and analyses secondary data including official policy documents, institutional sources, and published literature. The findings of the paper show that teacher education in India has moved from fragmented training events to a more coherent architecture of preparation, regulation, mentoring, digital learning, and standards-based professional development. It concludes that the central challenge, therefore, is no longer only the expansion of teacher education opportunities, but the effective alignment of institutions, schemes, and professional learning processes with classroom practice, so that teacher education can contribute meaningfully to improved teaching quality and, ultimately, better learning experiences and outcomes for students.
4. Chemical Engineering as a Multidisciplinary Discipline: Foundations, C...
6

Sivamani Selvaraju*
Mechanical and Chemical Engineering Unit, Department of Engineering and Technology, University of Technology and Applied Sciences, Salalah, Oman.
49-56
https://doi.org/10.5281/zenodo.22268010

Chemical engineering is inherently multidisciplinary, integrating principles from chemistry, physics, mathematics, biology, and engineering to transform raw materials and energy into valuable products and services. Although traditionally associated with chemical processing and process design, the discipline has progressively expanded into areas including biotechnology, materials science, environmental engineering, energy systems, nanotechnology, computational science, artificial intelligence, and sustainability. This review examines the multidisciplinary foundations and evolving boundaries of chemical engineering, with particular emphasis on the interactions among chemical sciences, transport phenomena, thermodynamics, reaction engineering, process systems engineering, materials science, biological sciences, environmental engineering, and computational technologies. The review further discusses how emerging fields such as machine learning, digital twins, advanced materials, renewable energy, carbon capture, bioprocessing, and circular economy are reshaping chemical engineering research and practice. The convergence of these disciplines enables chemical engineers to address complex challenges involving energy security, climate change, resource scarcity, environmental protection, healthcare, food production, and sustainable manufacturing. By examining the historical development, disciplinary interfaces, technological convergence, and emerging research directions of chemical engineering, this review highlights the unique role of the chemical engineer as an integrator of scientific knowledge and engineering practice. The paper provides a conceptual framework for understanding chemical engineering as a continuously evolving multidisciplinary discipline and identifies opportunities for future interdisciplinary research, education, and industrial innovation.