The devastating COVID-19 pandemic forced academia to go virtual. Educational institutions around the world have stressed online learning programs in the aftermath of the pandemic. However, because of insufficient access to Information Communication Technology (ICT), a substantial number of students failed to harness the opportunity of online learning. This study explores the latent digital divide exhibited during the COVID-19 pandemic while online learning activities are emphasised among students of Bangladesh. It also investigates the digital divide exposure and the significant underlying drivers of the divide. In order to accomplish this, a cross-sectional survey was employed to collect quantitative data, mixed with open-ended questions were utilised to gather qualitative information from the student community. The findings revealed that despite the majority of students having physical access to ICT, only 32.5% of students could attend online classes seamlessly. In total, 34.1% reported data prices as the critical barrier, while 39.8% identified poor network infrastructure as the significant barrier preventing them from participating in online learning activities. Although most students possess physical access to various devices and the Internet, they face the first-level digital divide due to the quality of access and price of cellular Internet. Consequently, they fail to take advantage of physical access, resulting in the third-level digital divide (utility gap), which submerges them into a digital divide cycle. The primary objective of this study is to explore the underlying issues of the digital divide among Bangladeshi students. This will assist relevant stakeholders (e.g., the Bangladesh government, educational institutions, and researchers) to gain necessary insights and theoretical understanding of underlying limitations and emergent directions to arrange adequate support for underprivileged students to undertake essential online learning activities.

Background: Stroke is a non communicable disease of increasing importance. Stroke is a major cause of death and disability in the world. Individual who suffered from stroke are at high risk of suffering recurrent stroke. So it is important to establish the risk factor for secondary prevention. The aim of this study is to find out the association of risk factor of recurrent stroke and it helps to take steps to reduce recurrent stroke. Materials and methods: This is a cross sectional observational case control study was conducted at Dhaka Medical College Hospital during 1st January to 31 December 2011. Definition was followed by WHO stroke manual.   Results: In this study two leading risk factors were found hypertension and smoking respectively 78% and 72%. Among risk factors others were diabetes 56%, dyslipidemia 24%, cardiac diseases (AF, IHD, Valvular heart disease) 22%, Mean age of patient 61.09. Ischemic stroke found in 68% and haemorrhagic in 32% of patient. Conclusion: The common risk factors of stroke are also attributed to risk factor of stroke. Noncompliance to drug and life style modification also important cause of recurrent stroke. JCMCTA 2022 ; 33 (1) : 93-96

Background: Inferior wall acute myocardial infarction accounts for 40 to 50% of all acute STEMI. Patients of acute inferior myocardial infarction with ST depression in lateral leads often have greater incidence of triple vessel disease and proximal RCA lesion but in case of patients of acute inferior myocardial infarction with ST depression in precordial leads (leads V1 to V4), is a subject of determination whether it is associated with more sever coronary artery disease. The aim of this study is to determine the association of sum of ST depression in precordial leads with the probability of concomitant severity of coronary artery disease in patients with acute inferior STEMI. Methods: this cross sectional observational study was done at National institute of cardiovascular diseases (NICVD), Dhaka, Bangladesh. Total 90 patients of acute inferior myocardial infarction with precordial lead ST depression admitted at CCU within 12 hours of onset of chest pain were the study population. They were divided in two groups on the basis of sum of ST depression in precordial leads (Sum of ST depression d”4mm and >4mm), 36 patients in group I and 54 patients in group II. Coronary angiography was performed during the index hospitalization period. Gensini score and Reardon score were measured. Results: Overwhelming majority of the patients was male (83.3% and 90.7%) with mean age of 51.0±9.7 and 51.0±9.9 years in group I and II respectively. Smoking, hypertension and diabetes mellitus were the most frequent risk factors in both groups. Serum troponin level was significantly high in group II (6.2±2.2 vs. 13.6±17.7, p <0.05). Sum of ST depression in precordial leads was 2.84±0.66 and 7.53±3.51 in group I and group II respectively, and was statistically significant. Consideration of mean of ST depression in individual leads shows significantly higher mean in leads V2, V3 and V4 among group II patients. SVD was more frequent in group I but group II patients had higher statistically significant incidence of DVD and TVD. Gensini score (20.26±13.0 vs. 36.98±16.9) and Reardon score (4.63±2.2 vs. 6.83±2.2) was high in group II patients. Positive correlation had been depicted between summation value of ST segment depression with that of Gensini score & Reardon score (Gensini score r=0.61 and Reardon score r= 0.52). Conclusion: Involvement Triple vessel and double vessel disease was remarkably higher with increasing sum of ST segment depression in precordial leads. The severity of ST segment depression in terms of summation of ST depression in leads V1 to V4 is directly proportional to the extent and severity of coronary artery disease. Bangladesh Heart Journal 2022; 37(2): 116-121

Globally, individuals' access to the Internet and digital device has increased. Therefore, MOOCs have been accessible to a wide range of learners with an opportunity to acquire new competencies and knowledge. Contemporary research on the digital divide suggests that increasing access to the Internet and device does not imply that the digital divide has been bridged. The concept of the digital divide went beyond physical access gaps to multilevel disparities such as skill gaps and gain gaps. Nonetheless, MOOCs have the potential to bridge the multilevel digital divide by offering free-of-cost digital skill learning opportunities and enhancing individuals' capability to gain offline benefits from online knowledge. This chapter discusses how MOOCs can contribute to bridging the multilevel digital divide. Besides, the chapter will discuss digital accessibility issues to facilitate people with disabilities. The accessibility issues can hinder them from accessing MOOCs despite having substantial access to the Internet and devices, resulting in digital inequalities. This chapter will provide guidelines to promote learning equity through MOOCs.

The devastating COVID-19 pandemic forced academia to go virtual. Educational institutions around the world have stressed online learning programs in the aftermath of the pandemic. However, because of insufficient access to ICT, a substantial number of students failed to harness the opportunity of online learning. This study explores the latent digital divide exhibited during the COVID-19 pandemic while online learning activities are emphasized among Bangladeshi students. It also explores the digital divide exposure and the significant underlying drivers of the divide. A cross-sectional survey was employed to collect quantitative data mixed with open-ended questions to collect qualitative information from the student community. The findings revealed that despite the majority of students have physical access to ICT but only 32.5% of students could attend online classes seamlessly, 34.1% of the students reported the data prices as the critical barrier, and 39.8% of students identified the poor network infrastructure is the significant barrier for them to participate in online learning activities. This paper aimed to explore the underlying issues of the digital divide among Bangladeshi students to assist relevant stakeholders (e.g., the Bangladesh government, Educational Institutions, Researchers) in providing the necessary insights to arrange for students to undertake online learning activities successfully.