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Non-Newtonian Casson Fluid through a Porous Rotating Channel with Seepage Flow
(Wiley-Scrivener Publishing, 2026) Abdul Faiz Ansari, Sameera Iqram, Vinod Y., Mohd. Asif, Piyush Jaiswal
Rotating channels represent complex geometries that play a crucial role in various engineering applications, including the optimization of blood flow simulators, filtra-tion systems, and chemical reactors. In these systems, non-Newtonian fluids, such as Casson fluid, exhibit unique flow characteristics, especially when subjected to rotational and porous conditions. This study focuses on the steady, laminar flow of incompressible Casson fluid through a rotating channel filled with porous material, where a uniform angular velocity is applied and seepage occurs at the upper wall of the channel. The governing equations for this flow are derived from the Darcy–Brinkman model, and through the use of similarity transformations, these equations are converted into a sixth-order ordinary differential equation (ODE). The analytical solution to this ODE is obtained, providing insights into the behavior of the fluid under the given conditions. The impact of the Casson parameter on the primary, secondary, and seepage velocities is thoroughly analyzed, with particular attention paid to the influence of rotational effects in a porous medium. Graphical represen-tations are employed to illustrate the flow behavior and highlight the significant changes in velocity profiles due to variations in the Casson parameter. This com-prehensive analysis contributes to a deeper understanding of non-Newtonian fluid dynamics in rotating porous channels, with potential applications in engineering fields such as biomedicine, environmental engineering, and industrial fluid systems.
Creative Teaching Tools for Enhanced Learning: Promoting Student Engagement through Blended Learning in Higher Education
(Bentham Science, 2026) Shahla Tanveer, Mohammad Imran Ahmad
The continuously evolving landscape of higher education necessitates the adoption of innovative pedagogical strategies that address the multifaceted needs of diverse learners as well as the dynamic nature of the digital environment. This chapter critically investigates the incorporation of inventive teaching tools aimed at augmenting learning outcomes within the realm of higher education. It scrutinizes the emerging technologies and methodologies that have surfaced in recent years, which include immersive technologies such as Virtual and Augmented Reality, generative Artificial Intelligence, microlearning, gamification, wearable technologies, blockchain applications for credentialing, and collaborative learning platforms. These educational tools not only enhance the instructional experience but also foster heightened levels of student engagement, motivation, and individualized learning opportunities. Through rigorous analysis and the presentation of contemporary case studies, the chapter elucidates how these innovative tools can effectively reconcile the disparities between conventional academic delivery methods and the expectations of modern learners. The results underscore the critical significance of faculty development, digital literacy, and institutional support as prerequisites for the successful implementation of these pioneering innovations. The chapter concludes by offering recommendations for future research endeavours and best practices for the effective integration of creative teaching tools, aimed at cultivating inclusive, adaptable, and efficient learning environments within higher education.
Bridging the Barrier between Science and the Arts: A Novel Approach
(Bentham Science Publishers Pte. Ltd., 2026) Shweta Pandey, Venika Dhoonter, Shahla Tanveer, Mohammad Imran Ahmad
Recent years have witnessed a significant surge in exploring the connections between the arts and the sciences. This chapter addresses the significant rise in exploring the connections between the arts and the sciences. It analyzes the evolving dynamics of this connection and underscores the idea that a holistic approach to learning in both fields requires mutual recognition and integration. It explores the potential for the arts to enrich science teaching and learning at multiple levels: through the structural organization of subjects, the contextualization of science within STS frameworks, and the adoption of arts-inspired pedagogical practices. The rise of STEAM further underscores the evolving nature of twenty-first-century science, necessitating innovative pedagogies from the arts to bridge the widening gap between contemporary science and school science. Furthermore, this chapter conceptualizes the collaborative potential of art, science, and technology (AST) through a social- ecological lens. This framework characterizes AST collaborations through antecedent conditions (knowledge, aesthetics, interdependence, and experimentalism), process elements, and potential outcomes, offering a valuable tool for evaluation and reflection for practitioners, researchers, educators, and policymakers seeking to foster meaningful interdisciplinary engagement.
Teachers’ Attitude Towards the Use of Digital Tools in Online Classes: A Theoretical Perspective
(International Journal of Trend in Scientific Research and Development (IJTSRD), 2026) Shaista Ateeque
The integration of digital tools into education has significantly transformed teaching-learning processes, particularly in the context of online classes. While technological advancements have expanded access, flexibility, and innovation in pedagogy, the effectiveness of online education largely depends on teachers, whose attitudes play a decisive role in shaping instructional practices (Ertmer & Ottenbreit- Leftwich, 2010).
This theoretical paper critically examines teachers’ attitudes towards digital tools through psychological, pedagogical, and technological perspectives. Drawing upon established frameworks such as the Technology Acceptance Model (Davis, 1989), the Theory of Planned Behavior (Ajzen, 1991), the TPACK framework (Mishra & Koehler, 2006), and Constructivist Learning Theory (Piaget, 1972), the paper explores the multidimensional nature of teachers’ attitudes and their determinants.
It further analyzes key influencing factors, pedagogical implications, and persistent challenges such as technostress, digital inequality, and contextual constraints (Tarafdar et al., 2015; UNESCO, 2021). The paper argues for a holistic, dynamic, and context-sensitive understanding of teachers’ attitudes and emphasizes the need for sustained institutional support, continuous professional development, and policy interventions to ensure meaningful and sustainable integration of digital tools in education.
Digital Economy Under Siege: Cybersecurity Threats and Resilience Strategies
(Book Rivers, 2026) Sanjna Agarwal, Adeel Maqbool
The digital economy has revolutionised global commerce, communication, and innovation; however, it has also introduced complex cybersecurity vulnerabilities. As cyber threats increasingly intersect with finance, international law, public health, and national security, effective responses require interdisciplinary strategies that integrate technological, legal, and policy perspectives. This study examines the evolving threat landscape, including ransomware, phishing, supply chain attacks, and advanced persistent threats (APTs), within the context of increasingly integrated, data-driven infrastructures. Drawing on empirical studies, recent case studies, threat reports, and cybersecurity frameworks, it analyzes how cyber incidents disrupt economic activity, erode trust in digital systems, and pose systemic risks to global financial stability. The study further evaluates current policy responses and technical mitigation strategies, highlighting gaps in regulatory oversight and international coordination. The findings emphasise the need for cross-sector collaboration and innovative governance to build a secure and resilient digital economic ecosystem capable of withstanding rapidly evolving cyber threats.