Based on the promise to revolutionize the entire supply chain, additive manufacturing is seen as an alternative to conventional manufacturing processes, since it simplifies the production of small batches, shortens the distances between production and consumption and generates new distribution models. Due to its huge potential to spread more sustainable environmental practices, investigations on the environmental assumptions, concerning the application of additive manufacturing technologies, are required. Therefore, based on a systematic literature review, this study aimed to analyze the studies that addressed the environmental performance of logistics operations in a comparison among conventional and additive manufacturing, using the Life Cycle Assessment technic (LCA). Although there are few available studies that quantitatively analyze and compare the environmental performance of the additive manufacturing process with traditional process from a transport perspective, it has been concluded that reducing the distances and the quantity of transported products, carbon dioxide emissions and the consumption of energy resources are reduced.

In recent decades, a number of sustainable strategies and polices have been created to protect and preserve our water environments from the impacts of growing communities. The Australian approach, Water Sensitive Urban Design (WSUD), defined as the integration of urban planning and design with the urban water cycle management, has made considerable advances on design guidelines since 2000. WSUD stormwater management systems (e.g. wetlands, bioretentions, porous pavement etc), also known as Best Management Practices (BMPs) or Low Impact Development (LID), are slowly gaining popularity across Australia, the USA and Europe. There have also been significant improvements in how to model the performance of the WSUD technologies (e.g. MUSIC software). However, the implementation issues of these WSUD practices are mainly related to ongoing institutional capacity. Some of the key problems are associated with a limited awareness of urban planners and designers; in general, they have very little knowledge of these systems and their benefits to the urban environments. At the same time, hydrological engineers should have a better understanding of building codes and master plans. The land use regulations are equally as important as the physical site conditions for determining opportunities and constraints for implementing WSUD techniques. There is a need for procedures that can make a better linkage between urban planners and WSUD

Board games are important tools of active methodology in the anatomy teaching‐learning process, especially when traditional learning is to be diminished. Several studies demonstrate that board games are effective in promoting learning. At the present time, in our University, the traditional methodology is predominant, and building an appropriate and qualified learning environment is a big challenge nowadays. Based on these assumptions, the aim of this paper was to investigate whether the endocrine anatomy board game promotes meaningful learning. A descriptive exploratory study with quantitative approach was conducted with 31 students of the discipline of anatomy. For learning assessment, a tested and validated board game of endocrine anatomy was applied. For statistical analysis, the normality of the data was verified and the Mann‐Whitney test and the Chi‐Square test were used, and those with p <0.05 were considered significant. It was observed that there is a statistically significant difference between the ages of the participants, and females had an average age of 20.38±1.03 when compared to male students 18,25±0.30. Regarding the perception of learning, there was a statistically significant difference in learning after the board game (p <0.05). Regarding the positive aspects of using the game, it was found that 23.5% reported that it helps to fix the content, 19.6% that provides integration between students, 18.9% that facilitates learning anatomy, 15.5% that raises students self‐esteem and 15.16% promotes better interpersonal relationships. The parameters of Reasoning, Safety, Learning, Evaluation Effectiveness, Speed and Cognition were statistically significant when compared to traditional teaching. It was found that the board game anatomy of the endocrine system is an important tool in the construction of anatomical knowledge, promoting dynamic, playful and meaningful learning, when compared with the traditional methodology. Support or Funding Information CNPQ and FUNCAP

The academic tutoring activity is understood as an educational support exercise officially instituted in Brazilian universities. The teaching‐assistant, while supporting the teaching‐learning process of fellow students who contribute to the increase in their interest in a given area, becomes the main beneficiary with the practice of tutoring. The tutoring of the Human Anatomy discipline consists of teaching, research and extension activities, thus representing an indispensable strategy for facilitating the construction and mastery of anatomical knowledge. Based on this premise, the objective of this work was to describe the role of human anatomy tutoring as a tool for improving the teaching and learning process and extending the medical course. During a year of tutoring, teaching activities were carried out using cadavers and anatomical pieces, extension activities for public and private schools, technical training activities, anatomical competitions and the teaching of anatomical dissection. It was observed that the tutoring of human anatomy in the School of Medicine of the Federal University of Ceará represents a complementary way of learning anatomy. This activity deepened the anatomical knowledge of the teaching‐assistants mainly due to the activity of dissection and assistance in practical undergraduate classes. Anatomy tutoring provided the motor development of cadaver handling skills that are important for surgical technique, developed ethical competence and respect for the relationship with death. In addition, the tutoring contributes to the continuous renovation of anatomical pieces and to the activity of visiting the anatomy laboratory by the community. It was found that the tutoring of anatomy is an important tool for the dissemination of anatomical knowledge and improvement of the teaching and learning process in the undergraduate and community in general.

Atualmente, com uma economia baseada no conhecimento, muitas organizações começam compartilhar experiências com o objetivo de abrirem suas fronteiras para alavancar a troca de informação, de modo a impulsionar e explorar a inovação colaborativa. Nesse contexto, o relacionamento entre startups e grandes empresas pode ser vantajoso para ambas, as empresas se beneficiam do ecossistema inovador no qual as startups estão inseridas e as startups se beneficiam dos recursos provenientes das empresas. No entanto, equilibrar possíveis conflitos de interesses entre as necessidades da empresa e da startup não é uma tarefa fácil. O presente artigo realiza uma análise bibliométrica sobre a produção científica que aborda o relacionamento entre startups e grandes empresas com foco na inovação colaborativa, analisando os principais trabalhos publicados na área, a fim de entender como essas relações são construídas, geridas e, se de alguma forma, podem contribuir com interações futuras.

The FEDATHI Sequence is a new teaching methodology designed by researchers from the faculty of Brazilian Education with the aim of improving the teaching and learning process in several areas of knowledge, and its application in the teaching of anatomy requires understanding the educational phenomenon known as mediation. The FEDATHI Sequence is a methodology aimed at improving the pedagogical practice aiming at the proper posture of the teacher in the classroom, whose essence is to contribute for the student to overcome the epistemological and didactic obstacles that occur in the approach of anatomical concepts in the classroom. The main phases of the FEDATHI sequence are: positioning, maturation, solution and proof. Team Basead Learning (TBL) is an active teaching and learning methodology widely used by medical schools in Brazil, which consists of an educational strategy that offers students active learning and can be used with large classes of students divided into small groups. Thus, the objective of this work was to compare learning using two different methodologies: sequence FEDATHI and TBL. A descriptive, cross‐sectional study with a quantitative approach was carried out with 90 students in the discipline of human anatomy. The didactic methodologies sequence Fedathi and TBL were used in the anatomy class of the endocrine and sensory systems. For data collection, a semi‐structured questionnaire with 10 questions was used. For statistical analysis, the Mann‐Whitney test was performed, being considered significant when they presented p <0.05. It was observed that there was no statistically significant difference between learning using FEDATHI and TBL sequences, however when the two methodologies were compared with traditional teaching, both showed statistically significant differences p <0.05. It was found that there were no statistically significant differences between the age of the participants. With regard to methodological preferences, 60% of students stated that the FEDATHI sequence was better for learning, 20% prefer TBL and 20% prefer traditional teaching. It was found that hybrid teaching with diversity of methodologies improves anatomy learning, being an important tool for consolidating anatomical knowledge.