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The purpose of this paper is to present the implementation in a finite element (FE) code of a recently developed material model for the analysis of cracked reinforced concrete (RC) panels. The model aims for the efficient nonlinear analysis of large‐scale structural elements that can be considered as an assembly of membrane elements, such as bridge girders, shear walls, transfer beams or containment structures.

In the proposed constitutive model, the equilibrium equations of the cracked membrane element are established directly at the cracks while the compatibility conditions are expressed in terms of spatially averaged strains. This allows the well‐known mechanical phenomena governing the behaviour of cracked concrete elements – such as aggregate interlock (including crack dilatancy effects), tensile fracture and bond shear stress transfer – to be taken into account in a transparent manner using detailed phenomenological models. The spatially averaged stress and strain fields are obtained as a by‐product of the local behaviour at the cracks and of the bond stress transfer mechanisms, allowing the crack spacing and crack widths to be obtained directly from first principles. The model is implemented in an FE code following a total formulation.

The fact that the updated stresses at the cracks are calculated explicitly from the current spatially averaged total strains and from the updated values of the state variables that are used to monitor damage evolution contributes to the robustness and efficiency of the implementation. Some application examples are presented illustrating the model capabilities and good estimates of the failure modes, failure loads, deformation capacity, cracking patterns and crack widths were achieved.

While being computationally efficient, the model describes the complex stress and strain fields developing in the membrane element, and retrieves useful information for the structural engineer, such as concrete and reinforcement failures as well as the crack spacing and crack widths.

Population worldwide has experienced several challenges related to sustainable development, such as scarcity of natural resource, unsustainable consumption, poverty, injustice, violence, social inequality and natural disaster (including floods, tsunami and landslide). These issues interfere in sustainable development and target to achieve societal balance, structuring without compromising economic and environmental resources of future generations. The higher educational institutions are included in this context because they play a role in professional training and in education to promote sustainable practices. The higher educational institutions can assume a prominent position in the 2030 Agenda implementation for sustainable development of the United Nations, especially in the Goals 4 and 10, quality education and reduced inequalities, respectively. The purpose of this research study aims to develop a literature review and analyze the higher educational and sustainable themes, involving the Brazilian scenario.

This research study develops a literature review based on researches that involve higher educational and sustainable themes in the Brazilian scenario. Inclusion criteria are papers in English, with the search equations in their titles, and peer-reviewed papers. Paper publication year was not an exclusion criterion. This research aimed to understand opportunity and challenge processes in the Brazilian higher educational institutions and their actions, so that the Sustainable Development Goals are completely achieved and the 2030 Agenda for sustainable development is fulfilled. For this, a research central question was established: What are the opportunities and the challenges to achieve the 2030 Agenda for sustainable development in the Brazilian higher education?

A total of 636 papers were recovered. The “Higher Education AND Opportunities,” “Higher Education AND Challenge,” “Higher Education AND Challenges,” “Higher Education AND Opportunity,” “Brazilian AND Higher Education” and “Brazil AND Higher Education” search equations found, respectively, 165, 146, 131, 74, 62 and 25 papers, involving 94.8% of the total number of the papers found. The papers recovered enabled the vision of five clusters: policy; inclusion; culture; relationship; and environment, society and economy. The paper analyses found that innovation process, sustainable practical implementation and holistic look, involving professors and students, can allow the 2030 Agenda achievement.

The authors of this research study presented a framework based on the literature analyzed through five clusters: policy; inclusion; culture; relationship; and environment, society and economy, considered from opportunity and challenge perspectives. The authors introduced and discussed the Brazilian higher educations and their opportunities and challenges. The Brazilian panorama was linked with the 2030 Agenda for sustainable development, in specific, with the Goals 4 and 10. Implications of this research study are related to the higher educational opportunities and challenges in policy, inclusive, cultural, sustainable and relationship contexts, involving governmental and nongovernmental sectors, professors and students for the Brazilian educational improvement.

The objective of this study is to review the main studies of social entrepreneurship (SE) in Latin America, to categorize them into four categories. To accomplish this, a bibliometric literature review is carried out based on data from the Web of Science database, to locate the Latin American collection of studies. In this way, the main studies are described and grouped, following a qualitative scheme that allows to substantiate the main findings of the Latin authors. Consequently, the progress made in the literature of the SE for Latin America is corroborated, by visualizing that the SE turns out to be a forceful fact to manage well-being, but that it is faced with an inconsistent development.

We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in the construction of hegemonies in SEA research in Brazil. In particular, we examine the role of hegemony in relation to the co-option of SEA literature and sustainability in the Brazilian context by the logic of development for economic growth in emerging economies. The methodological approach adopts a post-structural perspective that reflects Laclau and Mouffe’s discourse theory. The study employs a hermeneutical, rhetorical approach to understand and classify 352 Brazilian research articles on SEA. We employ Brown and Fraser’s (2006) categorizations of SEA literature to help in our analysis: the business case, the stakeholder–accountability approach, and the critical case. We argue that the business case is prominent in Brazilian studies. Second-stage analysis suggests that the major themes under discussion include measurement, consulting, and descriptive approach. We argue that these themes illustrate the degree of influence of the hegemonic politics relevant to emerging economics, as these themes predominantly concern economic growth and a capitalist context. This paper discusses trends and practices in the Brazilian literature on SEA and argues that the focus means that SEA avoids critical debates of the role of capitalist logics in an emerging economy concerning sustainability. We urge the Brazilian academy to understand the implications of its reifying agenda and engage, counter-hegemonically, in a social and political agenda beyond the hegemonic support of a particular set of capitalist interests.

The purpose of this study is to evaluate the effect of Hibiscus sabdariffa ethanolic extract (HsE) on protein levels of tumor necrosis factor (TNF)-α, interleukin (IL)-6, adiponectin and leptin in adipose tissue, as well as on the lipid and glycemic profiles of high-fat/sugar diet-induced obese (DIO) rats.

Obesity was induced in male Wistar rats through a high-fat/sugar diet provided for eight weeks. Control rats received a standard diet. The high-fat/sugar DIO animals were subsequently randomized into DIO (n = 8) and DIO treated with HsE (DIO + HsE, n = 8, 150 mg/kg/day) by gavage, for additional eight weeks. Oral glucose tolerance test was performed, and blood samples and epididymal adipose tissue were collected for biochemical analysis and adipokine protein level evaluation, respectively.

Compared to the DIO rats, HsE treatment decreased weight gain (50.6%) and mesenteric fat (42%), indicated as diminished visceral fat (22.5%). HsE did not affect the lipid profile and TNF-α levels in adipose tissue; however, it effectively prevented a 13% increase in fasting glucose levels and improved glucose tolerance. Compared with the C group, HsE normalized the adiponectin levels and leptin/adiponectin ratio and decreased the IL-6 (55%) and leptin (18.6%) levels in adipose tissue of obese rats.

HsE improves adipokine protein levels in high-fat/sugar DIO rats, demonstrating the clinical efficacy of HsE in the treatment of obesity and obesity-related diseases.

This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique.

Following a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers’ narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges.

The results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers’ teaching competence. Mentors also seem to have a positive effect on student teachers’ psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions.

The study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers’ professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.

Through this reflexive, theoretically informed polemical piece, this paper aims to seek to reflect on the role of accounting education in United Kingdom Higher Education (UKHE). The authors reignite an old, but pertinent debate, whether accounting graduates should be educated to be accountants or receive a holistic, critical education.

The authors adopt a theoretical position drawing on the work of Slavoj Žižek and Mark Fisher, and their fusion of Lacanian psychoanalysis and Marxism, in particular Fisher’s (2009) conceptualisation of “capitalist realism” to take a critical standpoint on the effects that UKHE marketisation is having on the teaching of accounting and other business-related disciplines.

The authors outline four key aspects of where accounting education in UKHE is influenced by capitalist realism, as a result of the marketisation of UKHE.

The paper is a reflexive polemic and so is limited by this written style and presentation.

The authors argue that capitalist realism is a dominant theme that influences accounting education. They propose that universities now, more than ever, must focus on their societal duty to foster critical viewpoints in their graduates and dispose of a model that is subject to capitalist realism ontology.

The theoretical stance allows for a potentially deeper consideration of issues surrounding marketisation of higher education, from the micro level of social interaction (that of the accounting academic and their impact/perceptions of the reality).