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THE RAYS OF RESEARCH IN 2026
(CIRS PUBLICATION, 2026) Priyanshi Gupta, Saket Saurav, Priyanka Gupta
Evolving Wisdom: The Journey of Indian Political Philosophy from Ancient Texts to Contemporary Thought
(RIGHT WAY PUBLICATION & DISTRIBUTION, 2026) Priyanshi Gupta
Indian political philosophy represents a long-standing and dynamic intellectual tradition shaped by India’s cultural and social diversity. From the ethical foundations of the Vedas and the Mahabharata—where concepts like Dharma and Raj-Dharma defined moral governance—to Kautilya’s Arthashastra, which emphasized practical statecraft, early thought combined morality with political realism. During the medieval period, especially under the Mughals, Islamic and indigenous ideas interacted, promoting justice, tolerance, and public welfare. The colonial era further transformed political thinking, as leaders such as Mahatma Gandhi, B.R. Ambedkar, and Jawaharlal Nehru redefined governance through non-violence, constitutionalism, social justice, democracy, and secularism. In contemporary times, Indian political philosophy engages with issues like caste inequality, economic disparity, and environmental concerns, blending traditional values with modern global perspectives. Its continued relevance lies in its ability to adapt while upholding the principles of justice, inclusivity, and ethical governance.
Sustainable Curriculum Design: Balancing Knowledge, Skills, and Values
(Book Rivers, 2026) Suman Pratiksha Ranjan
This chapter will explore the essential elements of sustainable curriculum design, emphasizing the need to balance knowledge, skills, and values. We will begin by examining the foundational principles of sustainability and their implications for education. Following that, we will delve into strategies for integrating knowledge, developing skills, and cultivating values for a sustainable future. We will discuss the importance of interdisciplinary approaches, contextualized learning, and action competence. Furthermore, we will address the challenges of implementing sustainable curriculum and explore effective strategies for overcoming them. Finally, we will examine assessment and evaluation methods that can measure the impact of sustainability education. The overarching argument of this chapter is that a transformative shift in curriculum design is essential to prepare learners for the challenges and opportunities of a sustainable future.
Exposure of nano-formulations to vegetable crops and resulting changes in morpho-physiological, anatomical, and molecular features
(Academic Press, 2026) Garvit Verma , Ayeesha Khatoon, Aisha Kamal
This chapter explores the diverse impacts of nano-formulations, such as nano-fertilizers, nano-pesticides, nano-coatings, and nano-sensors on vegetable crops, focusing on their morpho-physiological, anatomical, and molecular responses. Nano-particles (NPs), owing to their nano-scale size, enhanced surface properties, and controlled-release behavior, enable targeted delivery of nutrients and protective agents. Their application has been shown to improve seed germination, vegetative growth, photosynthetic efficiency, yield, and nutritional quality in various vegetables. At the anatomical level, NPs influence root architecture, vascular development, and leaf structure, which collectively enhance water and nutrient uptake. Molecular studies reveal that NPs modulate gene expression linked to stress signaling, antioxidant defense, and secondary metabolite biosynthesis. Importantly, nano-enabled interventions also contribute to improved abiotic stress tolerance and post-harvest preservation by reinforcing plant defense systems and inhibiting microbial spoilage. However, these advancements are accompanied by critical challenges, including phytotoxicity at high doses, oxidative stress, potential genotoxicity, and adverse effects on soil microbial ecology. The chapter highlights the variability in plant responses based on nano-particle type, size, concentration, and species-specific factors. It also emphasizes the urgent need for standardized risk assessment frameworks, long-term field studies, and regulatory guidelines to ensure safe and effective application. By synthesizing current research and identifying knowledge gaps, this chapter provides a comprehensive perspective on the promise and pitfalls of nanotechnology in vegetable crop production, paving the way for responsible innovation in sustainable agriculture.
Pen, Pixel, or Paraphrase? Investigating the Relationship between Note-taking Modalities and Graduate Learning Outcomes
(Sciencedomain International, 2026-05-07) Manisha Singh, Waseem Zahra
The paper addresses the relationship between note-taking modalities and learning outcomes among graduate students and specifically examines how this relationship is mediated by cognitive processing. The study analyses the connection between different styles of note- taking, including one's own word summarising, structured/systematic, analogue, digital, and verbatim note-taking, and academic performance, based on the cognitive load theory and the generative learning model. A structured survey was used to gather data from 88 graduate students, and the data were analysed using Spearman's rank-order correlation since they were not normally distributed. The findings show that note-taking in one's own words has the strongest positive association with achievement, followed by structured note-taking, with verbatim transcription showing the weakest association. The digital and analogue modalities demonstrate the same level of success, which means that the medium does not have as significant an influence as cognitive engagement. The mindfulness of students in relation to note-taking as an active, metacognitive process that helps to understand, organise, and revise is also evidenced by qualitative data. The research is an addition to the existing literature that has placed cognitive processing as one of the key processes linking the activities of note taking with the learning outcomes, particularly in graduate learning which is cognitively demanding. The conclusions reflect the need to have pedagogical tools that promote active change and systematization of information.