We would like to express our deep gratitude first of all, to AMR Chowdhury, director Research and Evaluation Division (RED), of BRAC, for his invaluable support and help in designing the study and writing this report. We would like to acknowledge especially the contribution and help of the personnel of BRAC education programme in designing the study and providing study related information. Thanks also are due to our RED colleagues for their kind suggestions and help in designing the study and developing the checklist. We wish to acknowledge the assistance and co-operation of a load of field investigators engaged in data collection process and mentioning one or two names would be invidious. We are also grateful to the informants who participated in the information generation process enthusiastically and without their active participation this report would not come into being. Finally our special thanks go to Hasan Shareef Ahmed for his earnest, sincere and painstaking editing of this report.

to be marginally related. Of all the variables considered, the strongest evidence is for the relative price of investment, primary school enrollment and the initial level of real GDP per capita.

The study investigates the factors influencing the school dropouts at the primary level in Jorhat district of Assam, India based on the responses of 120 dropouts selected through random sampling. The major factors influencing school dropouts were found to be household work, lack of parental

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than 15 seconds. Three primary signatures of Bose-Einstein condensation were seen. (i) On top of a broad thermal velocity distribution, a narrow peak appeared that was centered at zero velocity. (ii) The fraction of the atoms that were in this low-velocity peak increased abruptly as the sample

with the teachers ’ perceptions. The qualitative data was collected through a selected sample of teachers (N=42) teaching at primary level in the public primary and elementary schools of Rawalpindi city. Semi-structured, open- ended interviews were conducted with teachers during school hours. The findings

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A recent assessment of WHO treatment guidelines1 identified 71 primary treatment guidelines and 12 secondary treatment guidelines. Not all of these guidelines contained linked references, and only one documented the guideline development process, consistent with good practice on evidence-

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