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The paper aims to determine the rational homotopy type of the total space of projectivized bundles over complex projective spaces using Sullivan minimal models, providing insights into the algebraic structure of these spaces.

The paper utilises techniques from Sullivan’s theory of minimal models to analyse the differential graded algebraic structure of projectivized bundles. It employs algebraic methods to compute the Sullivan minimal model of P(E) and establish relationships with the base space.

The paper determines the rational homotopy type of projectivized bundles over complex projective spaces. Of great interest is how the Chern classes of the fibre space and base space, play a critical role in determining the Sullivan model of P(E). We also provide the homogeneous space of P(E) when n = 2. Finally, we prove the formality of P(E) over a homogeneous space of equal rank.

Limitations may include the complexity of computing minimal models for higher-dimensional bundles.

Understanding the rational homotopy type of projectivized bundles facilitates computations in algebraic topology and differential geometry, potentially aiding in applications such as topological data analysis and geometric modelling.

While the direct social impact may be indirect, advancements in algebraic topology contribute to broader mathematical knowledge, which can underpin developments in science, engineering, and technology with societal benefits.

The paper’s originality lies in its application of Sullivan minimal models to determine the rational homotopy type of projectivized bundles over complex projective spaces, offering valuable insights into the algebraic structure of these spaces and their associated complex vector bundles.

This article aims to analyze the impact that the inclusion of students with disabilities has on the achievement of their schoolmates and to analyze the impact that this inclusion has on the achievement of the students with disabilities themselves.

The author begins investigating how the inclusion of students with disabilities in regular schools affects achievement of schoolmates. To answer this research question, the author explores the natural variation in time in the number of students with disabilities and use data from National Exam of Upper Secondary Education (Enem). Then, the author investigates how the inclusion affects achievement of the students with disabilities themselves and uses propensity score matching methodologies and, again, data from Enem.

The results show that an additional percentage point in the proportion of students with disabilities would reduce schoolmates' writing scores by a 0.0031 standard deviation. In other subjects, the author finds weak or none evidence of a significant peer effect. In addition, using Propensity Score Matching methodologies, the results show that the mean scores are up to 44% of a standard deviation, which is higher among students with disabilities enrolled in regular schools compared to those who are enrolled in special schools. In summary, the evaluation is that inclusion policies achieve the goal of improving the performance of students with disabilities but such policies have a small and adverse side effect.

For this reason, the present study proposes to fill this gap in the literature by analyzing the impact of the inclusion of students with disabilities on both groups. In addition, this paper contributes to the empirical literature of peer effect with an analysis of the peer effect of students with disabilities per competency. Finally, the article is important given the existence of few articles in Brazil on the topic of education and people with disabilities.

This assignment is designed to enhance resilience among students in leadership courses. It leverages the US Army’s Master Resilience Training (MRT) framework and positive psychology to develop resiliency skills.

A three-part experiential workshop integrates academic readings (providing a foundation of resilience concepts), explores the influence of personal identities on leadership and connects leadership skills with resilience concepts.

Participants reflect on self-awareness tools and positive psychology and create personalized action plans. Participants' resilience skills are enhanced with their personalized resiliency plan.

The program provides a structured approach to resilience training, which can be integrated into university curriculums. Students gain self-awareness and psychological tools to manage challenges, which are valuable for personal growth and professional development. There is a persistent gender gap in leadership, and for women to attain greater parity in leadership positions, resilience skills are imperative. By focusing on identity-related factors, the program prepares future leaders for challenges in attaining leadership positions.

This program is uniquely tailored for students aspiring to leadership positions, with an emphasis on the role of identity, such as gender, in leader emergence and overcoming related challenges.

This study empirically tests the use of loan loss provisions (LLPs) for earnings and capital smoothing when emphasis is laid on banks' riskiness and adoption of the International Financial Reporting Standards (IFRSs) in Nigeria.

Annual bank-level data are hand-extracted between 2007 and 2017 from annual reports of a sample 16 deposit money banks (DMBs), and analysed using appropriate panel regression models subsequent to a number of diagnostic tests including heteroscedasticity, autocorrelation and cross-sectional dependence. The use of both reported LLPs (TLLP) and discretionary LLPs (DLLP) for earnings and capital management is tested to advance the practice in the literature.

Generally, the study finds that Nigerian DMBs manage capital via LLPs, while mixed results are obtained for earnings smoothing. However, during IFRS, Nigerian DMBs' management of capital is identifiable with TLLP, while smoothing of earnings is peculiar to DLLP. Additionally, evidence of the improvement in loan loss reporting quality expected during IFRS for riskier Nigerian DMBs, could not be attained. This is corroborated by the study's findings of the use of both TLLP and DLLP for earnings and capital management during IFRS by DMBs in solvency crisis against the only use of TLLP to manage capital found for the entire period.

The evidential capital and earnings lopsidedness may subject Nigerian DMBs' going-concern to a lot of questions.

The study sets a foremost record in the empirical test of managerial opportunistic behaviour embedded in earnings and capital concurrently while accounting for loan losses by all categories of Nigerian DMBs in terms of riskiness, following accounting regime change.

This paper explores the extent to which the period 2012–2021, when the General Education Quality Improvement Programme (GEQIP) reforms to primary education were implemented in Ethiopia, is one of educational improvement, despite the absence of gains in learning outcomes. It examines trends in access, learning progress in Grade 4 school quality and in equity of access and outcomes across regions and between urban and rural contexts.

Data from several sources are employed including Ethiopian national education data (Education Management Information Systems (EMIS)) and longitudinal school survey data from the Young Lives (YL) and Research on Improving Systems of Education (RISE) projects. Analysis employs descriptive analysis and regression modelling in a value-added framework. Trends in learning outcomes in mathematics and pupil backgrounds are examined alongside school quality, its measures and predictors.

Access to primary education in Ethiopia has expanded significantly, with some equity improvements. Learning outcomes have declined in most regions, in Southern Nations, Nationalities and Peoples (SNNP) from a mean score of 515 in 2012 to 436 in 2020. Several school and teacher quality indicators targeted by GEQIP improved modestly, including teacher maths scores which improved from a mean of 462 to 507. Improvements have not been sufficient however to outweigh effects of rapid expansion and rising disadvantage, perhaps worsened by shocks including COVID and conflict.

This research contributes to understanding the role of the GEQIP reforms in improving primary education in Ethiopia. It may inform policy on targeted education quality improvement. It informs wider debate on the “learning crisis” especially in sub-Saharan Africa.

Heavy rainfall is one of the main causes of the degradation of historic rammed Earth architecture. For this reason, ensuring the conservation thereof entails understanding the factors involved in these risk situations. The purpose of this study is to research three past events in which rainfall caused damage and collapse to historic rammed Earth fortifications in Andalusia in order to analyse whether it is possible to prevent similar situations from occurring in the future.

The three case studies analysed are located in the south of Spain and occurred between 2017 and 2021. The hazard presented by rainfall within this context has been obtained from Art-Risk 3.0 (Registration No. 201999906530090). The vulnerability of the structures has been assessed with the Art-Risk 1 model. To characterise the strength, duration, and intensity of precipitation events, a workflow for the statistical use of GPM and GSMaP satellite resources has been designed, validated, and tested. The strength of the winds has been evaluated from data from ground-based weather stations.

GSMaP precipitation data is very similar to data from ground-based weather stations. Regarding the three risk events analysed, although they occurred in areas with a torrential rainfall hazard, the damage was caused by non-intense rainfall that did not exceed 5 mm/hour. The continuation of the rainfall for several days and the poor state of conservation of the walls seem to be the factors that triggered the collapses that fundamentally affected the restoration mortars.

A workflow applied to vulnerability and hazard analysis is presented, which validates the large-scale use of satellite images for past and present monitoring of heritage structure risk situations due to rain.

This study aims to identify and compare the measurement models of earnings management (EM) appropriate to the Iranian Islamic banking system. The importance of reported profit figures has motivated business executives, who also perform financial reporting, to manipulate these figures. These measures are referred to as “earnings management,” which negatively influence the quality of reported earnings and financial statements' reliability.

In this study, four methods, namely, Jones (1991), modified Jones (Dechow et al., 1995), Kasznik (1999) and Kothari et al. (2005), were used to measure the EM index in 25 Iranian Islamic banks (IBs) registered with the Tehran Stock Exchange and/or the Central Bank of Iran. The study covered the period 2005–2020. Following the aforementioned methods, this research implemented templates that were repeatedly tested in subsequent studies using accruals to discover EM.

The results show that the Kasznik (1999) model is the preferred and compatible model with the Iranian Islamic banking system's accrual behaviour due to the consistency of the measurement coefficients with theoretical and previous research findings. Therefore, total accruals, including discretionary accruals and non-discretionary accruals, have the most correspondence with (1) property, machinery and equipment; (2) the change in cash flow from operating activities; and (3) the difference of change in revenue (ΔREV) and change in net receivable accounts (ΔREC).

This is the first investigation in the Iranian Islamic banking system. The research contributes to the Iranian Islamic banking system literature on the implements of EM, which could be appealed to in the context of developing countries like Iran. Finally, this study highlights the different EM capabilities in Islamic banking systems similar to the Iranian banking arrangement.