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Punching can trigger catastrophic failures in flat slabs because of its sudden nature resulting from exceeding the shear capacity of slabs. Effect of using recycled aggregate, as an environmental-friendly alternative to traditional RC structures, on punching behavior of these slabs was not sufficiently investigated in the literature. Hence, this paper aims to experimentally study the effect of using recycled coarse aggregate (RCA) on the punching shear capacity (PSC) of RC flat slabs. The RCA is produced by crushing of waste of concrete standard cubes obtained from compression tests.

A total of 12 slab-column connection specimens with different slab thicknesses (140, 160 and 200 mm) and different RCA percentages (0%, 30% and 70%) were prepared and tested under a central point load, to test its effect on the behavior of flat slabs. The punching failure loads of the tested specimens were compared with those obtained according to the provisions of different international building codes.

Compared with natural aggregate concrete, mixes with 30% and 70% RCA experienced reductions in the compressive that did not exceed 4% and 21%, while reductions of 4% and 13% were observed for the tensile strength, respectively. The increase in the amount of RCA reduced the PSC by 0%–7%, 0%–4% and 4%–10% for slabs with a thickness of 140, 160 and 200 mm, respectively. For slabs with punching shear reinforcement (PSR), ACI 318 provided the closest estimation for the PSC by 9%, whereas EURO 2 overestimated the PSC by 25% and ECP 203 underestimated the PSC by 41%.

The provided conclusions are obtained from the conducted experimental work where a constant W/C ratio, aggregate type and a maximum aggregate size of 19 mm for the RCA were adopted.

Enhancement in the behavior of flat slabs with various thicknesses and amounts of RCA because of introducing PSR is experimentally evaluated. The failure loads of the tested slabs with recycled and normal coarse aggregates were compared against different code provisions.

This study aims to investigate the compressive strength of concretes incorporating Linz-Donawitz slag (LD slag) as partial replacement for natural fine and coarse aggregates and compare them with traditional concrete.

The natural fine and coarse aggregates were replaced by weight simultaneously up to 100% with LD slag aggregates at an incremental increase of 20%. Concrete of grades M20, M25, M30, M35 and M40 were cast, cured and tested with standard cube specimens to study the density and compressive strength of reference and LD slag aggregate concretes (LDSACs). The concrete specimens were exposed to elevated temperatures, i.e. 100 to 900 °C at an equal interval of 100 °C and tested to study the variation in density and residual compressive strength.

The results from the experiments reveal that the LDSAC yields a higher density than that of the reference concrete and also undergo less density variation when exposed to elevated temperatures. In addition, the residual compressive strength of LDSAC specimens was significantly higher than that of the reference concrete.

LD slag is believed to be stronger and more durable than locally available limestone aggregates or blast furnace slag. Moreover, it is necessary to study its strength and other properties to determine whether it can be successfully used as an aggregate in concrete universally.

Use of LD slag as aggregates in concrete will convert LD slag into a value added product and as an alternative to the existing natural aggregates which will help in maintaining ecological balance and save valuable lands.

The economically weaker section of the society may now use LDSAC as waste utilization will bring down the overall cost and hence it will benefit people on large scale.

Use of LD slag as aggregate in concrete can help find an alternative to the existing natural aggregates which will save the ecosystem and at the same time help in reducing the industrial waste on a large scale.

The objective to achieve economic growth and sustainable development (SD) within the maritime industry has ever since been the ultimate goal of the International Maritime Organization and its stakeholders. Coupled with this effect, the United Nations organization has also mandated all its bodies to adopt sustainable working policies and practices towards the achievement of SD in its 2030 Agenda. From the standpoint of an emerging economy, this study aims to examine green maritime practices adopted by maritime authorities towards the achievement of SD in the maritime industry of Ghana. The proposed conceptual model of this study supports the natural resource-based view theory advocated by Hart (1995).

The dataset of this study was gathered using semi-structured questionnaires. A total of 635 valid responses were received as feedback which were tested and analyzed using partial least square structural equation modelling. The rationale for the adoption of this analytical tool is its resilient ability to handle a relatively small quantity of datasets. It is also suitable for empirical studies involving model development and at the early stage of theory development.

The findings of the study are as follows; firstly, quality maritime education and training directly and significantly influence green maritime transport (GMT), clean ocean and maritime resource conservation (COMRC), green port operations and services (GPOS), SD and waste management and treatment systems (WMTS). Secondly, GMT, COMRC, GPOS and WMTS have a direct significant influence on SD. Lastly, GMT, COMRC, GPOS and WMTS partially mediate the relationship between quality maritime education and training and SD.

This study proposes a conceptual model that attempts to explain to maritime authorities and stakeholders that although the adoption of green maritime practices significantly influences SD, yet, it may be insufficient without quality maritime education and training provided to maritime professionals. Hence, emphasizing that all maritime personnel receive quality maritime education and training to enhance the long-term achievement of SD in the maritime industry. It also attempts to prove and suggest to maritime authorities how they can collectively integrate both onshore and offshore green maritime practices to achieve SD.

The originality of this study shows in testing a conceptual model that affirms that, achieving SD in the maritime industry is dependent on quality maritime education and training received by maritime personnel, hence, demonstrating the significant role of maritime training institutions towards the maritime industry and the achievement of SD.

The Whole Child Initiative (WCI) was developed over the past 15 years as a blueprint to promote long-term development and success of all children, as well as their families and communities. This chapter describes three aspects of the WCI model: (a) the need for a public health approach to sustainable, communitywide change targeting the whole child; (b) a clear, future-oriented vision for equipping educators, caregivers, and service providers with the skills and attitudes required to deliver high-quality instruction; and (c) the infusion of social and emotional learning practices to transform environments in which youth live and play. We provide examples of how schools, communities, and families can come together to create a common culture fostering stable and nurturing relationships essential for enhancing youth well-being. We close with recommended “super strategies” – low-cost, simple, and effective practices that can be broadly implemented to keep every child healthy, safe, engaged, supported, and challenged in the community at large.

This study aims to explore the intelligibility of communication with stakeholders as a result of accrual accounting adoption. It focuses on changes in the use of visual forms and the readability of text that occurred immediately after the adoption of accrual accounting in performance reports of Italian public universities.

The authors collect the stakeholder section of performance reports published before and after accrual accounting adoption. Then, the authors use manual and computer-assisted textual analysis. Finally, the authors explore the data using principal component analysis and qualitative comparative analysis.

This study demonstrates that switching from cash to accrual accounting provokes immediate changes in communication patterns. It confirms the significant reduction of readability and increase in visual forms after accruals accounting adoption. The results indicate that smaller universities especially put effort into increasing intelligibility while implementing a more complex accounting system. This study also finds a relation between the change in readability and the change in visual forms that are complementary, with the exception of several very large universities.

The findings underline the possibility of neutralising the adverse effects of accounting reform associated with its complexity and difficulties in understanding by the use of visual forms and attention to the document’s readability.

This paper adds a new dimension to the study of public sector accounting from the external stakeholder perspective. It provides further insight into the link between accrual accounting adoption and readability, together with the use of visual forms by universities.

This study aims to show how universities may engage in social responsibility approaches and to understand in depth how the university social responsibility (USR) practices contribute in achieving sustainable development.

Exploratory qualitative research was directed based on two Tunisian Universities (two case studies); the first one belongs to the public sector and the second one to the private sector. Data were collected through participant observations, group interviews, documentation as well as semistructured interviews with students and administrative staff. The survey was carried out in 2022, immediately following the COVID-19 health crisis. The interview lasted 45-min on average.

The results confirmed that USR was applicable within the two studied institutions. The two cases under investigation primarily concerned academic and philanthropic responsibilities, with practices pertaining to ethical and legal responsibilities being observed, albeit not to the same extent as the other two responsibilities. Therefore, universities prioritize the welfare of people over anything else when they implement a USR policy.

The USR is an approach that many higher education institutions, both public and private, must appropriate. Nevertheless, this field is still virgin in academic research and this theme remains unexplored within the Tunisian territory. Thus, through the present study, the authors were able to understand in depth the USR practices and confirmed that these two institutes were socially responsible. Consequently, the authors are inviting other Tunisian Universities to adhere to these approaches regarding their benefits among society, environment and economy.

Service-learning (SL) is a widely accepted pedagogy that can enrich the learning experience for students in higher education while they apply their skills in a meaningful community service. This research is part of a larger project that aimed to motivate educational achievement among youths living in a priority neighborhood through SL. Toward this goal, this study investigated the impact of SL on the college students from a college information technology programmer-analyst (ITPA) program, who were deployed as role models to youths in a priority neighborhood on the east coast of Canada.

The overall project used the design-based methodology. Seven college students were deployed in two phases to a community center as role models for the delivery of science, technology, engineering, art and mathematics (or STEAM) programs to youths living in a priority neighborhood. Data were collected using open-ended survey, journal entries and focus groups and was qualitatively analyzed by drawing on two frameworks: the experiential-learning framework by Kolb (1984) and the conceptual SL framework by Ash and Clayton (2009).

The findings describe the outcome of the college students' experiences in SL with respect to the development of skills and capacities needed by employers. Specifically, their experiences mirrored all aspects of the two frameworks applied. Therefore, the study validates the use of SL pedagogy in higher education. In addition, the study identified the role of SL as an integration strategy for international students. While the research contributes to the wider SL conversation for policymakers, faculty and administrators of higher education, it also promotes development opportunities for college students.

The integration of SL pedagogy is widespread among programs in higher education. However, there are no common SL frameworks used in literature. The study is novel in that it combines two theoretical frameworks – Kolb (1984) and Ash and Clayton (2009) in explaining the outcomes. In addition, it uses two high-impact educational practices – SL and role modeling to improve educational attainment for college students.

Job stressors have a considerable influence on workplace safety behaviors. However, the findings from previous studies regarding the effect of different types of job stressors have been contradictory. This is attributable to, among other factors, the effectiveness of job stressors varying with occupations and contexts. This study examines the effects of challenge and hindrance stressors on construction workers' informal safety communication at different levels of coworker relationships.

A three-dimensional framework of informal safety communication is adopted, including self-needed, citizenship and participatory safety communication. Stepwise regression analysis is then performed using questionnaire survey data collected from 293 construction workers in the Chinese construction industry.

The results demonstrate that both challenge and hindrance stressors are negatively associated with self-needed and citizenship safety communication, whereas their relationships with participatory safety communication are not significant. Meanwhile, the mitigation effects of the coworker relationship (represented by trustworthiness and accessibility) on the above negative impacts vary with the communication forms. Higher trustworthiness and accessibility enable workers faced with challenge stressors to actively manage these challenges and engage in self-needed safety communication. Similarly, trustworthiness promotes workers' involvement in self-needed and citizenship safety communication in the face of hindrance stressors, but accessibility is only effective in facilitating self-needed safety communication.

By introducing the job demands-resources theory and distinguishing informal safety communication into three categories, this study explains the negative effects of challenge and hindrance job stressors in complex and variable construction contexts and provides additional clues to the current inconsistent findings regarding this framework. The diverse roles of challenge and hindrance job stressors also present strong evidence for the need to differentiate between the types of informal safe communication.