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The main aim of the current study is to investigate the effect of Anti-Crack HP 67/36 glass fibre on the mechanical performance of mortars made of cement, with a focus on post-cracking evaluations using the digital image correlation (DIC) technique.

Experimental tests were carried out on 36-mm long fibres at 0.8% by volume and added to the normal strength (NSM), high strength (HSM) and high strength mortar with fly ash (HSMFA) mortars. CEM I 52.5 CP2 NF, CEM II/A-L 42.5 NF and CEM III/C 32.5 N-SR PM were used for each series of mortar to assess the performance of the glass fibres with the types of cement. F-class fly (FA) ash was used to reduce global CO₂ emissions.

The mortar’s strength decreased as the cement types changed from CEM I to CEM II and III. However, due to changes in the portlandite content of the cement, water porosity increased for both types of mortar, without and with fibre. It was also found that using glass fibre increased flexural strength more than compressive strength, regardless of the type of cement used. For all the strength classes, it was found that the mortar mixes with CEM I had the highest critical crack opening (w_c) and fracture energy (G_F), followed by CEM II and III. No significant effects were observed in the mortar’s property by replacing fly ash (12%).

Only mortars were formulated in this study, but the results must be verified at the concrete scale.

Validation of the DIC technique to characterize the post-cracking behaviour of cement-based material. Use of glass fibres to improve the material’s resistance to cracking.

Use of CEM II and CEM III cements with low CO₂ footprint instead of CEMI without altering the mechanical performance of the material.

The work is a further contribution to studying the cracking behaviour of several series of variable mortars depending on the resistance class and the type of cement used.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

After a period of accelerated workplace change, this chapter takes an interpretivist-constructionist approach to explore the experiences of, and perceptions around, flexible and hybrid working among a sample of women owners/directors in the UK small and medium size enterprise (SME) public relations (PR) agency community. Their views, both in terms of running teams and their own engagement with flexible and hybrid working, are discussed through both a personal and a sociocultural lens, with particular reference to the impact of the global COVID-19 pandemic and the gendered experience. Specifically, we consider whether global events have alleviated or heightened concerns around teamwork, collaboration, creativity and culture. This chapter adds to a growing body of research into flexible and hybrid working relating to the PR profession and focuses on gendered experience which has often seen women caregivers and those in unstable relationships at a disadvantage with career progression. We explore whether recent events have ‘improved’ the situation for women in PR. We consider how the life stage and personal experience of the individual owner/director impacts their learned and dynamic attitude development and assess whether flexibility for family is viewed differently to other needs. Themes include authentic leadership and responding to ‘the crucible’, reputation and ‘doing the right thing’ and discretionary effort and ‘work ‘til it hurts culture’.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

Leadership is an essential contributor to employee creative self-efficacy, and past research suggests a positive relationship between servant leadership and creative self-efficacy. However, the relationship is complex and contingent upon moderating variables, and this research examines the moderating effect of role clarity by drawing on social exchange theory and social cognitive theory.

Data collected from a survey among 116 emergency room employees is used to test the research model using moderated ordinary least squares regression.

The results confirm a positive relationship between servant leadership and creative self-efficacy and suggest a U-shaped relationship between role clarity and creative self-efficacy. Furthermore, role clarity positively moderates the relationship between servant leadership and creative self-efficacy.

The sample used for this research mainly consisted of highly educated employees within a specific setting. Future research is needed to study if the relationships found in this research can be generalized to other organizational settings.

This research suggests that leaders can support employees' creative self-efficacy through servant leadership, particularly when coupled with high role clarity.

Rapidly changing work environments are characterized by decreased role clarity, so attention is needed to its moderating role on the relationship between servant leadership and creative self-efficacy.

With the emergence of big data analytics and the importance of analytics-driven decisions, the travel industry is swiftly jumping on and adopting the bandwagon. However, research in this domain is limited. Accordingly, the present research seeks to understand how big data analytics capabilities (BDAC) add value to tourism supply chains (TSCs) and can dynamic capabilities (DC) improve the triple bottom line.

Data from 218 valid responses were collected from different Indian tourism industry units. Confirmatory factor analysis (CFA) was applied to confirm the constructs, followed by partial least squares structural equation modelling (PLS-SEM) to check the mediating effect of DC on TSCs performance.

The findings show that BDAC significantly influence the performance of TSCs and that DC plays a critical role in strengthening the impact of BDAC on TSCs' economic performance. These results corroborate that DC plays a key moderating role.

This study contributes significantly to the tourism sector in India, where tourism is a key contributor to the country's gross domestic product. Theoretically, this study contributes to the resource-based view (RBV) and practically encourages professionals in the tourism sector to promote the use of BDAC to enhance the performance of TSCs.

The originality of the study is that it has tried to comprehend the moderating role of dynamic capabilities which impact BDAC to improve TSC performance.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.