RESUMOO presente estudo objetivou adaptar o modelo de avaliação da Qualidade de Vida no Trabalho (QVT) proposto por Walton para uma linguagem mais simples e direta. O desenvolvimento do estudo envolveu três etapas: 1) a organização e adaptação das questões, em que os critérios e subcritérios foram transcritos de forma interrogativa e no desenvolvimento das escalas de respostas utilizou-se uma escala do tipo Likert de cinco alternativas; 2) aplicação do instrumento adaptado a 99 indivíduos, e 3ª) análise dos coeficientes de consistência encontrados por critério e do instrumento como um todo. Os resultados obtidos através da verificação da consistência interna do instrumento a partir do coeficiente alfa de Cronbach obteve o valor de 0,96. Tal resultado garante ao instrumento adaptado uma consistência muito alta. Conclui-se que a adaptação do modelo de Walton proposta permite, através de questões mais claras e uma escala de respostas objetiva, a sua aplicação a pessoas com baixa escolaridade, garantindo a obtenção de resultados fidedignos sem alterar critérios e objetivos do instrumento original.Palavras-chave: Qualidade de vida no trabalho (QVT). Modelo de Walton. Instrumento.

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A transition for a green economy has encouraged companies to use new tools which promote internal corporate entrepreneurship, increase the competitiveness and achieve sustainable results. This article presented a theoretical discussion of how the Life Cycle Assessment (LCA) can presents as an entrepreneurial tool for modern business management and green innovation. Studies of LCA were analyzed showing benefits and applications in the areas of strategic planning, production, process of development of products, search and development, social and environmental responsibility, and marketing. As for green innovations, there were analyzed studies of innovations in products, processes and services. The tool assists in making sustainable decisions, fortifies the management of the business processes, the management of operations and the promotion of greener innovations

Initiatives toward Lean and Green Manufacturing are given mainly due to organisational response to current market's economic and environmental pressures. This paper, therefore, aims to present a brief discussion based on a literature review of the potential two-way influence between Lean and Green Manufacturing and its role on the main organisational areas with a closer relationship to such approaches, which were observed to be more extensively discussed in the literature. Naturally lean practises seem more likely to deploy into green outcomes, though the other way around can also occur. There is some blur on the factual integration of both themes, as some authors suggest. Notwhithstanding, they certainly present certain synergy. Thereupon, further research is needed to unveil the real ties, overlaps and gaps between these approaches.

Aim/Purpose: This paper presents the results of a systematic literature review that sought to identify the studies that relate the different pedagogical techniques by which active learning is developed in the context of the teaching/learning of computer programming, with the objective to characterize the approaches, the pedagogical techniques used, the application, the contributions, and difficulties of implementation reported by these studies. Background: The literature has shown that teachers in teaching programming have been less successful than they should and need to be, so dropout and failure rates for students remain high. In this sense, much has been discussed about the possibilities and limitations of using the active learning pedagogical techniques in this context. Methodology: For this review, an analysis from all studies mentioning active learning in the context of the teaching/learning of computer programming published between 2014 and 2019 was performed, retrieved in WOS, SCOPUS, ScienceDirect, and ACM Digital Library. The selection of studies was based on a set of criteria established to guide the selection process, including alignment with the research questions and evaluating the quality of studies. Contribution: This study contributes to an overview of the current scenario, characterizing the research studies that associate the different pedagogical techniques of active learning in the context of the teaching/learning of computer programming. Findings: The results showed that the studies’ approaches usually occur by intervention/pedagogical experiment or by the development of a tool, instrument or methodology. The lipped classroom methodology has obtained a notable prominence in research. The use of active learning pedagogical techniques results in greater acceptance or positive feedback from students, increasing their satisfaction or motivation to improve the learning experience, learning outcomes, or student performance. However, they require a greater effort/work by the teacher to plan and/or execute the teaching/learning process. It should be highlighted that the contributions observed for the teaching/learning process of computer programming derive from investigations mainly concentrated in the university context, aiming to observe if these contributions can be reproduced in other education levels. The contributions observed in the studies regarding the uses of pedagogical techniques of active learning in the context of computer programming indicate that their use can contribute significantly to the teaching/learning process, showing it to be a viable alternative and consistent with the reduction of the failures in the learning of programming. Recommendations for Practitioners: Considering that over the years the teaching/learning process of computer programming has been a challenge for students, based on the findings of this research, we recommend that teachers consider restructuring their traditional practices of teaching computer programming, making use of pedagogical techniques of active learning to obtain better learning results of their students. Recommendation for Researchers: We recommend that fellow scholars consider investigating how the difficulties inherent to teachers related to the teaching/learning process of programming may relate to difficulties concerning students and content, especially with regard to traditional teaching practices. Impact on Society: This study adds to previous systematic reviews of the literature, specifically studies that relate active learning to the context of teaching/learning of programming. It is hoped that the findings of this article can support other research that addresses the topic, enabling its development and deepening, through the developed basis from which active learning researchers can work. Future Research: Future studies may investigate the benefits of using different pedagogical techniques for active learning and the costs related to the higher cognitive burden imposed by these techniques for learning computer programming.