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.
Indexing
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Journals
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Track Manuscript
Latest Article
1. The Micro-Interactions of Belonging: Combatting Adolescent Isolation...
0

Dr. Sharlene McHolm*
415 Cottesmore Avenue, Cobourg, ON, K9A 4E4 Canada.
12-20

Young Adolescent students in Grades 7 and 8 require Relatedness, Competency and Autonomy to thrive. This study explored two Grade 7 and 8 schools for one year, collecting student voice to determine what makes a difference for connectedness, skill development and autonomy. In a time where social media creates an increasing pandemic of loneliness amongst our teens, small micro-interactions allow students to feel connected to their schools. Low-stakes opportunities to fail or succeed increases their competency and small opportunities for agency within the classroom builds trust and engagement. In this small study (n=524) students were asked “what was the best part of their week” and clear patterns emerged. The importance of non-evaluative adults, low-stakes environment and allowing students to have agency increased connectedness and wellbeing. This article uncovers the low-cost interventions that will strengthen trust and connection. Although social media is here to stay, through thoughtful steps, schools can build strong connections that will lead to strong students in our Middle School environments.
2. Bridging Justice Gap to Fulfill the Promise of Law in Sierra Leone
6

Umaru Afiz Akchievere Sesay*
American University Washington College of Law, Washington, DC, United States.
01-11
https://doi.org/10.5281/zenodo.19449159

While human rights are inherent in all individuals, such rights remain inaccessible for many because of structural, legal, and socio-economic barriers. Globally, over 1.5 billion people are unable to resolve their legal problems, and in Sierra Leone, as in many other African countries, nearly 85% of citizens rely on the customary justice system because of the country’s bifurcated legal order, leaving the poor and marginalized especially vulnerable. This article employs a doctrinal methodology to examine how legal aid services can bridge the justice gap and fulfill the promise of law in Sierra Leone, particularly for vulnerable populations. The article understands the promise of law as the assurance of equal justice, the safeguarding of human dignity, and the principle that no one is above or beneath the protection of the law. Despite the enactment of the Legal Aid Act 2012, the article argues that implementation of the legal aid scheme remains weak because of limited funding, insufficient state accountability, and inadequate integration of paralegals and community-based justice services. The study concludes that, when effectively implemented, legal aid must extend beyond mere courtroom representation to include legal literacy, alternative dispute resolution mechanisms, and grassroots justice delivery systems, and accordingly recommends the adoption of targeted and coordinated reforms involving key stakeholders, including the government, the legal profession, Civil Society Organisations, universities, and Sierra Leone’s General Legal Council, in order to ensure that legal aid evolves from a purely constitutional guarantee into a practical and accessible reality for all.
3. Implementation of Free Education Policy in Tanzania: Perspectives of S...
3

Magala Jehoash*, Subiri Katete
The Open University of Tanzania, Dar es alaam-Tanzania
01-06
https://doi.org/10.5281/zenodo.19330074

The Free Education Policy in Tanzania was introduced to expand equitable access to basic education and support national social and economic development. Although the policy has significantly increased school enrolment and attendance, its implementation has generated a number of operational challenges within schools. This paper examines these challenges from the perspectives of school administrators. The study employs a qualitative research design based on a theory-guided literature review of policy documents, education sector reports, and empirical studies related to free education and school leadership in Tanzania. Relevant literature was identified from scholarly databases and official government publications and analyzed using thematic synthesis to identify recurring patterns related to policy implementation. The analysis is guided by policy implementation theory and educational leadership theory, which provide a framework for interpreting how national policies interact with school-level realities. Findings indicate that delayed and insufficient capitation grants, rapid enrolment expansion without proportional infrastructure development, teacher shortages, and unclear policy guidelines place considerable pressure on school management. The study also highlights limited administrative autonomy and weak stakeholder engagement as factors constraining effective school leadership. The paper argues that successful implementation of free education requires not only adequate funding but also stronger administrative capacity, improved policy communication, and governance systems that support school level decision-making. Understanding administrators’ experiences therefore provides important insights for improving policy implementation in Tanzania and similar education contexts.
4. Analyzing the Reason behind the downfall of British Empire and Rising...
3

Ruhul Amin*
Department: Applied Linguistics and Text Analytics, University: National Research University Higher School of Economics (HSE University).
7-21
https://doi.org/10.5281/zenodo.19326243

One of the biggest change in world power moved from Britain to America. From 1870 to 1950, factories, selling goods, banking strength, along with new inventions shaped that move. Ideas like Hegemonic Stability, Power Shift, and World-System views help make sense of it. A look back at both nations shows how things really shifted during those years. Beginning in the early twentieth century, Britain started losing ground as factories slowed down while overseas markets slipped away. Because of massive debts after both world wars, recovery became harder just when new competitors were rising fast. On the flip side stood America, where production surged and inventions reshaped entire industries. With fresh influence over money flows across continents, U.S. strength grew quietly but steadily. After a meeting in New Hampshire, key financial rules got locked into place - rules that favored one nation more than others. Power tilted, then settled. By the 1900s, numbers told a story - U.S. factories out produced British ones, trade routes bent westward. Charts showed it plainly: America pulled ahead. Money talks? Then New York began shouting while London listened. Power moves where value grows - that idea held up under scrutiny. When systems change, money follows muscle. What drives big shifts in world power? Technology reshapes economies, institutions back those changes - this mix shapes who leads globally. Surprising how much hinges on this link. These patterns clarify current struggles among nations today. Power moves where innovation spreads fastest. Today's rising powers follow an old script written anew through digital tools and state support. Clarity comes from seeing history repeat - not exactly but close enough.