Nowadays, many studies focus on the potential of bamboo as a source of bioactive compounds and natural antioxidants for nutraceutical, pharmaceutical, and food sources. This study is a pioneering effort to determine the total phenolic content, total flavonoid content and free radical scavenging activity, as well as the phenolic identification and quantification of Bambusa beecheyana. The study was conducted by using ethanol, methanol, and water for solvent extraction by applying cold maceration, Soxhlet, and ultrasonic-assisted extraction techniques. The results showed that Soxhlet and ultrasonic-assisted Bambusa beecheyana culm extracts had an increase in the extract’s dry yield (1.13–8.81%) but a constant p-coumaric acid (4) content (0.00035 mg/g) as compared to the extracts from the cold maceration. The ultrasonic-assisted extraction method required only a small amount (250 mL) of solvent to extract the bamboo culms. A significant amount of total phenolics (107.65 ± 0.01 mg GAE/g) and flavonoids (43.89 ± 0.05 mg QE/g) were found in the Soxhlet methanol culm extract. The extract also possessed the most potent antioxidant activity with an IC₅₀ value of 40.43 µg/mL as compared to the positive control, ascorbic acid. The UHPLC–ESI–MS/MS analysis was carried out on the Soxhlet methanol extract, ultrasonic-assisted extract at 40 min, and cold methanol extract. The analysis resulted in the putative identification of a total of five phenolics containing cinnamic acid derivatives. The two cinnamic acid derivatives, p-coumaric acid (4) and 4-methoxycinnamic acid (5), were then used as markers to quantify the concentration of both compounds in all the extracts. Both compounds were not found in the water extracts. These results revealed that the extract from Soxhlet methanol of Bambusa beecheyana could be a potential botanical source of natural antioxidants. This study provides an important chemical composition database for further preclinical research on Bambusa beecheyana.

LUC-type cryptosystems are asymmetric key cryptosystems based on the Lucas sequence that is extended from RSA. The security challenge is comparable to RSA, which is based on the intractability of factoring a large number. This paper analysed the security of LUC, LUC3, and LUC4,6 cryptosystems using a common modulus attack. For a common modulus attack to be successful, a message must be transmitted to two distinct receivers with the same modulus. The strengths and limitations of the LUC, LUC3, and LUC4,6 cryptosystems when subjected to a common modulus attack were discussed as well. The results reveal that the LUC4,6 cryptosystem provides greater security than the LUC and LUC3.

Globalisation has transformed national economies, social structures, and labour markets, presenting new opportunities but exacerbating income inequality and resource accessibility. Education is important to this shift, both as a conduit for social mobility and a factor in economic resilience. This study examines the relationship among globalisation, educational access, and economic inequality through a comparative analysis of 10 nations: the United States, Germany, Poland, Malaysia, Thailand, India, Indonesia, Bangladesh, Brazil, and Georgia. The study integrates secondary macroeconomic data from 2022 to 2023 with qualitative policy analyses. Statistical analysis employing Pearson correlation indicates minimal correlations among Gross Domestic Product (GDP) growth, secondary school enrolment, and income inequality, implying that merely increasing access to education is insufficient for achieving equitable development. Case study findings highlight that aligning education policy with labour market demands, promoting digital inclusion, and implementing decentralised governance structures substantially improves the efficacy of educational investments. India and Poland exemplify effective methods through vocational integration and equity-centered reforms, but enduring disparities in Brazil and Malaysia underscore the shortcomings of access-oriented initiatives. This study highlights the necessity of focussing on education within an integrated framework that encompasses social protection, economic inclusion, and sustainable policy development. It provides evidence-based suggestions consistent with Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities), promoting inclusive educational systems that effectively address structural disparities exacerbated by globalisation.