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In today’s world, the key variable for measuring population health is life expectancy (LE). The purpose of this research is to find out how life expectancy is related to other factors and develop a model to account for the predictors that contribute to LE. This study is also conducted to investigate and measure the effect of socioeconomic variables on LE in Bangladesh. In this study, the predictor variables are employment rate, gross national income (GNI), population growth rate, unemployment rate, and age dependency ratio. Path analysis disintegrated bivariate analysis and showed that employment rate, GNI, and age dependency ratio are significantly related to life expectancy, although bivariate analysis showed all variables are significantly related to LE. The maximum values of significant factors, GNI and employment rates, are $1930 and 21.32% happened in 2019, which is positively correlated with life expectancy. Also, the maximum value of the age dependency ratio (81.52%) happened in 1991, whereas the maximum value of the dependent variable LE (72.59 years) happened in 2019. It has been observed that LE, GNI, and employment rates all rise with one another. There exists an adverse relationship between LE and age dependency ratio. Based on comparisons with other highly developed nations, Bangladesh’s GNI needs to grow faster than other significant factors to boost life expectancy. We have forecasted variables that were significantly related to LE until 2030 for the purpose of sustainable development goals, especially the 3rd goal.

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Background: Both obesity and vitamin D deficiency are pandemics and both have influences on cardiovascular parameters. The reported prevalence of vitamin D deficiency in obesity is high. Data relating to vitamin D status in obese is currently lacking in Bangladesh. Objective: To discover the vitamin D status in Bangladeshi overweight and obese adults. Subjects and Methods: This cross-sectional study, conducted in a specialized endocrine center of Bangladesh, evaluated 500 consecutive overweight or obese subjects, diagnosed according to body mass index (BMI) categories applicable to the south Asian population. Serum 25(OH)D was measured by using the enzyme-linked fluorescent assay (ELFA) method, and the cutoffs described by the Endocrine Society were used to define vitamin D status. Results: The mean age of the study subjects was 45.85 (±11.41) years; most (59.6%) of them were in the age group 40–59 years; almost three-fourth (72.4%) were females; an almost equal number of them came from urban (33.8%), semi-urban (29.6%), and rural (36.6%) areas; three-fourth (74.2%) were homemaker. Their mean BMI was 29.54 (±3.11) kg/m 2 ; the frequencies of overweight, class I obesity, class II obesity, and class III obesity were 27.6%, 57.4%, 12.2%, and 2.8%, respectively. The mean serum 25(OH)D level was 25.25 (±11.97) ng/mL. 27.4% were sufficient, and 33.4% were insufficient for vitamin D, whereas 39.2% had vitamin D deficiency. The 25(OH)D level did not differ across different age groups, gender, residence, education status, occupation, and income status. The 25(OH)D levels were also indifferent in overweight, obese class I, obese class II, and obese class III subjects. None of the demographic, anthropometric, and biochemical variables (except low-density lipoprotein cholesterol) correlated with 25(OH)D levels. Conclusions: The prevalence of vitamin D deficiency in overweight and obese Bangladeshi adults is very high.

Teacher Efficacy on the Use of ICT in Secondary School of Bangladesh: A Study of Cumilla District 1. Introduction Every orb of life has been changed with progression of technological improvement in teaching and learning sector from the very beginning of the 21st century. For developed nation use of Information and Communication Technology (ICT) has become an inseparable part in the process of teaching and learning. It can drive teaching towards an active, selfdirected and constructive way (Volman& Van Eck, 2001; De Corte et al., 2003). ICT can play a vital role not only in urban areas but also in remote areas. Bangladesh is an agricultural country and most of the people in the country live in villages. So, any development will be incomplete without the development of the education sector. By adopting ICT, we can offer high-quality education. Ehrmann (1994) identified four distinct faces of quality education, which can be supported by ICT: learning by doing, real-time conversation, delayed time conversation and directed instruction. Hawkridge et al (1990) suggested that the use of ICT could improve performance, teaching, and administration, have a positive impact on education as a whole and develop relevant skills in the disadvantaged communities-helping in liberation and transformation. Information and Communication Technology has brought a robust change in society. It has connected the whole world and has influenced the economic and social sectors. ICT has produced a glittering change in both teaching and learning. Bangladesh, like many other countries, is investing heavily (estimated BDT 17,959 corer annually) in the education system considering as one of the core strategies to alleviate poverty and facilitate development including to raise the ICT skills of Bangladeshis and move towards the information society. UNESCO (2007) describes ICT as a tool of education that can complement, enrich and transform education for the better. ICT can provide access to all kinds of global resources and can facilitate secure collaboration in modern world education. Different teaching and learning materials can be shared with the teachers and students. Facilitators can discuss their ideas about innovative classroom practices and their research works related to this (Parvin, 2013). According to policymakers worldwide, ICT in schools should lead to significant educational and pedagogical outcomes, beneficial for both students and teachers (Jimoyiannis&Komis, 2007). Nowadays, the actual impact of the integration of ICT into everyday classroom practices constitutes an essential question. A significant amount of research has shown that the use of ICT in education can increase students' motivation and deepen understanding, promote active, collaborative and lifelong learning, offer shared working resources and better access to information, and help them to think and communicate creatively (Jonassen, 2000; Webb, 2005). In other words, ICT appears to be changing the very nature of teaching and learning. With emerging technologies, the t...