In different regions of the world, cowpea (Vigna unguiculata (L.) Walp.) is an important vegetable and an excellent source of protein. It lessens the malnutrition of the underprivileged in developing nations and has some positive effects on health, such as a reduction in the prevalence of cancer and cardiovascular disease. However, occasionally, certain biotic and abiotic stresses caused a sharp fall in cowpea yield. Currently, short RNAs (sRNAs) are thought to play a crucial role in controlling how stress-related genes are expressed in plants as they go through various developmental phases. Major RNA interference (RNAi) genes like Dicer-like (DCL), Argonaute (AGO), and RNA-dependent RNA polymerase (RDR) are essential for sRNA synthesis processes and shield plants from biotic and abiotic stresses. In this study, applying BLASTP search and phylogenetic tree analysis with reference to the Arabidopsis RNAi (AtRNAi) genes, we discovered 28 VuRNAi genes, including 7 VuDCL, 14 VuAGO, and 7 VuRDR genes in cowpea. We looked at the domains, motifs, gene structures, chromosomal locations, sub-cellular locations, gene ontology (GO) terms and regulatory factors (transcription factors, micro-RNAs, and cis-acting factors) to characterize the VuRNAi genes and proteins in cowpea. Predicted VuDCL1, VuDCL2(a, b), VuAGO7, VuAGO10 and VuRDR6 genes might have an impact on cowpea growth, development of the vegetative and flowering stages and antiviral defense. The VuRNAi gene regulatory features miR395 and miR396 might contribute to grain quality improvement, immunity boosting, and pathogen infection resistance under salinity and drought conditions. Predicted cis-acting elements (CAEs) from the VuRNAi gene associated with light responsiveness (LR), stress responsiveness (SR) and hormone responsiveness (HR) might play a role in plant growth and development, improving grain quality and production and protecting plants from biotic and abiotic stresses. Therefore, our study provides crucial information about the functional roles of VuRNAi genes and their regulatory components, which would aid in the development of future cowpeas that are more resilient to biotic and abiotic stress.

Bangladesh is facing unpredictable weather patterns, as well as a consistent rise in temperature and precipitation. Climate change has had a negative impact on physical and mental health, leading to an increase mostly in the prevalence and variation of infectious diseases, as well as psychological issues such as depression and anxiety disorders. Given the country's inherent sensitivity to climatic influences, the climate-health nexus is a relatively unexplored subject of research. The purpose of this article is to investigate the severity of climate change in Bangladesh and how it impacts the health of the public. Morbidity and mortality due to heat stress, cyclones, floods, droughts, and other weather extremes at various spatiotemporal scales have been observed as direct effects of climate change in Bangladesh. The indirect effects involve more complicated paths, such as affecting food and water security due to salinity intrusion and the development of infectious diseases because of shifts in vector and pathogen ecology. To mitigate the effects of climate change on various infectious diseases, healthcare and response systems must be strengthened. By implementing proactive adaptation methods, we may significantly and actively contribute to preventing and regulating the negative consequences of climate change on human health. There is little evidence to make sound health policy decisions in the context of climate change, and there is a lack of multidisciplinary research activities. Despite these constraints, gathering and reporting scientific information is essential for developing a resilient health system in climate-vulnerable countries like Bangladesh and other low-income regions.

Looking for an effective teaching method to ensure better learning of students is a common and longstanding phenomenon. Several learning theories evolved over the course of time. The constructivist approach to teaching learning is often found as an effective one that runs in a student-centred environment where participatory and active learning is nurtured. In this case study, the constructivist approach was employed in teaching discrete mathematics to Bachelor of Computer Science and engineering students at a non-government university in Bangladesh. The study was quasi-experimental involving a non-probability convenient sampling technique. A total of 372 students were invited to attend pre- and post-tests in online mode on each of the 6 chapters throughout the four consecutive semesters. Attending each of the tests was not a mandatory requirement of the students for the course. Collected scores from the 12 tests were statistically analysed to draw a meaningful conclusion based on the discussions over the analyses of findings. Limitations, implications, and direction to future research are also brought up. The results of this study will help the institutional authority, teachers, and students to make an effective plan by adopting constructivist teaching learning not only for mathematics education but also for other similar subjects. IUBAT Review—A Multidisciplinary Academic Journal, 5 (1): 68-76