Global warming is a thermodynamic problem. When excess heat is added to the climate system, the land warms more quickly than the oceans due to the land’s reduced heat capacity. The oceans have a greater heat capacity because of their higher specific heat and the heat mixing in the upper layer of the ocean. Thermodynamic Geoengineering (TG) is a global cooling method that, when deployed at scale, would generate 1.6 times the world’s current supply of primary energy and remove carbon dioxide (CO₂) from the atmosphere. The cooling would mirror the ostensible 2008–2013 global warming hiatus. At scale, 31,000 1-gigawatt (GW) ocean thermal energy conversion (OTEC) plants are estimated to be able to: a) displace about 0.8 watts per square meter (W/m²) of average global surface heat from the surface of the ocean to deep water that could be recycled in 226-year cycles, b) produce 31 terawatts (TW) (relative to 2019 global use of 19.2 TW); c) absorb about 4.3 Gt CO₂ per year from the atmosphere by cooling the surface. The estimated cost of these plants is $2.1 trillion per year, or 30 years to ramp up to 31,000 plants, which are replaced as needed thereafter. For example, the cost of world oil consumption in 2019 was $2.3 trillion for 11.6 TW. The cost of the energy generated is estimated at $0.008/KWh.

There is no denying that the COVID-19 pandemic resulted in significant stress worldwide and impacted practically every aspect of human activity. The impacts of this deadly virus on education are not seen as gaining much-needed focus from the scientific research community. The majority of educational institutions globally switched to online instruction during the COVID-19 pandemic. However, there were considerable differences in the technical readiness of various nations. In this regard, the study’s attempt to provide a way forward for how the educational sector ought to manage the challenges brought on by COVID-19 issues in support of online educational activities. Since some of the consequences that resulted have an impact on the educational sector, the answers presumably also should have included innovations that would improve scientific research to lessen its effects. Particularly, it appears there is still much that has to be done about the impact of the COVID-19 pandemic on the educational sector. Hence, this perspective review study aims to explore the potential relationship between the COVID-19 pandemic and the educational sector while suggesting a way forward.

With the advancement of modernization, commoditization and grassroots governance have become important terms. Community governance not only promotes modern democracy but plays a key role in improving community governance capabilities and modernizing the governance system, which is receiving much attention. Despite the expanding number of articles on community governance, few evaluations investigate its evolution, tactics, and future goals. As a result, the particular goal of this study is to provide the findings of a thematic analysis of community governance research. Investigating the skills and procedures needed for practice-based community government. Data for this study were gathered through a thematic assessment of 66 papers published between 2018 and 2023. The pattern required by the researchers was provided by the ATLS.ti23 code used to record the review outcomes. This study proposes six central themes: 1) rural advancement, 2) community (social) capital, 3) public health and order governance, 4) governance technology, 5) sustainable development, and 6) governance model. The research results show that the research trend of community governance should focus on rural advancement, taking rural community governance as the starting point, the dilemma and adjustment of the governance model, community public health and order governance, and digital governance. It will yield new insights into new community governance standards and research trends.

Conflicts are inevitable in any human community, despite the fact that they are never desirable. One of the characteristics of the contemporary world is conflict. Different parties participate in disputes (individuals, organizations, and states). When disputes arise, interventionist methods are put into action. Conflicts arise in a variety of ways, such as disagreement, rage, quarrelling, hatred, destruction, killing, or war, because human requirements are diverse. Conflict takes many different shapes, and so do interventions. Individuals, groups (both local and foreign), and governments can all intervene in a conflict. The media and its functions are up for debate among those who mediate disputes. Can the media be seen as intervening in a dispute, or are they merely performing their mandated duties? The diversity of opinions is what drives conversations in peace journalism. In addition, peace journalism promotes media engagement and intervention in conflict situations in order to lessen and end conflict. Media intervention, according to some critics, is not objective journalism because those in charge of educational information management and journalists are not expected to make decisions about the news; rather, they should just tell it as they see it. Therefore, the purpose of this article is to examine the idea of conflict, the stages of conflict development, interventions in conflicts, and the contentious position of the media in conflicts from an educational information management perspective. Hence, this paper will contribute to the role of educational information management via social media and other new media platforms, which have occasionally been used to hold governments responsible, unite people in protest of violence, plan relief operations, empower people, dissipate tensions via knowledge sharing, and create understanding across boundaries.

Green manufacturing is increasingly becoming popular, especially in lubricant manufacturing, as more environmentally friendly substitutes for mineral base oil and synthetic additives are being found among plant extracts and progress in methodologies for extraction and synthesis is being made. It has been observed that some of the important performance characteristics need enhancement, of which nanoparticle addition has been noted as one of the effective solutions. However, the concentration of the addictive that would optimised the performance characteristics of interest remains a contending area of research. The research was out to find how the concentration of green synthesized aluminum oxide nanoparticles in nano lubricants formed from selected vegetable oils influences friction and wear. A bottom-up green synthesis approach was adopted to synthesize aluminum oxide (Al₂O₃) from aluminum nitrate (Al(NO₃)₃) precursor in the presence of a plant-based reducing agent—Ipomoea pes-caprae. The synthesized Al₂O₃ nanoparticles were characterized using TEM and XRD and found to be mostly of spherical shape of sizes 44.73 nm. Al₂O₃ nanoparticles at different concentrations—0.1 wt%, 0.3 wt%, 0.5 wt%, 0.7 wt%, and 1.0 wt%—were used as additives to castor, jatropha, and palm kernel oils to formulate nano lubricants and tested alternately on a ball-on-aluminum (SAE 332) and low-carbon steel Disc Tribometer. All the vegetable-based oil nano lubricants showed a significant decrease in the coefficient of friction (CoF) and wear rate with Ball-on-(aluminum SAE 332) disc tribometer up to 0.5wt% of the nanoparticle: the best performances (e_COF = 92.29; e_WR = 79.53) came from Al₂O₃-castor oil nano lubricant and Al₂O₃-palm kernel oil; afterwards, they started to increase. However, the performance indices displayed irregular behaviour for both COF and Wear Rate (WR) when tested on a ball-on-low-carbon steel Disc Tribometer.