We convey our profound gratitude to the Commonwealth Commission, United Kingdom whose generous financial support helped to study at Cambridge. In this study based on prevalence of worms (deworming), nutritional status, knowledge on public health significant issues (health education) and practice of hygiene (sanitation), the Quality of Life was calculated. In Health Education (HE) area the QALYs gain at 18 month were 0.80, 0.59, 1.20 and 1.10 respectively and average QALY gain 0.92. In deworming (CH) area the QALYs gain at 18 month were 1.06, 0.46, 0.60 and 0.48 respectively and average QALY gain 0.65. In both Health education and Chemotherapy (HE+CH) area the QALYs gain at 18 month were 1.40, 0.48, 1.22 and 0.86 respectively and average QALY gain 0.99 and in control (C) area the QALYs gains at 18 month were 0.94, 0.46, 0.56 and 0.60 respectively and average QALY gain 0.64. Based on incremental cost-effectiveness ratio (ICER), among three different interventions such as CH, HE and CH+HE compare to C (Control), Chemotherapy (CH) was the most cost effective intervention. Again per 1 QALY gain the cost was $29 per household for chemotherapy. Between CH+HE and HE, former was better.

Teacher belief is a well-researched area in the international literature. Evidence shows that teacher practice is deeply influenced by the relevant beliefs they hold. This book reflects the findings from an empirical study that focuses on teacher beliefs regarding mathematics related topics and practices. Extensive literature has constituted the theoretical framework for the study. It was conducted on secondary mathematics teachers of Bangladesh using both quantitative and qualitative techniques. Mathematics teachers hold multiple and conflicting views. Simultaneously they confirm their association with instrumentalist, Platonist and constructivist views of mathematics emphasizing both teacher- and student-centered approach for learning. This suggests that teachers may be in between an alteration process of their beliefs that results in holding multifarious contending views. The book contents include background knowledge, significance of studying teacher beliefs, literature review, study approach, findings and implications. Education researchers, policy makers, students and professional development providers will be benefited from the content of the book.