Macaca fuscata displays characteristic behaviours, such as stone handling, locomotor behaviour, gait position, and intermittent bipedalism. Differences in characteristic behaviours among primate species/genera could be explained by anatomical details of the body. However, the anatomical details have not been well studied in Macaca fuscata. Arterial models could be one of the anatomical bases for the phylogenetic and functional differences among species, since the arterial supply could be associated with the muscular performance, especially locomotor behaviour. In this study, five thoracic limbs of Macaca fuscata adults were dissected to analyse the vessels. Patterns of arterial distribution in the thoracic limbs of Macaca fuscata were compared with those in other primates. The results indicated that the arterial distribution in the Japanese monkeys was more similar to those in Macaca mulatta and Papio anubis, which is consistent with phylogenetic similarities. However, compared with Papio anubis and other macaques, there were anatomical differences in several points, including (1) the origin of the common, anterior, posterior circumflex, and profunda brachii, and (2) the origins of the collateralis ulnaris artery. The comparative anatomy of the arteries in the forelimb of Macaca fuscata, along with the anatomical studies in other primates, indicated characteristic patterns of brachial artery division and the number of the palmar arches in primates, which is consistent with the phylogenetic division among New World primates, Old World primates, and apes.

The russian Alexander Romanovich Luria, commonly credited as the father of modern neuropsychology, was responsible for the greater understanding of human psychic and behavioral processes. Through studies on brain injuries, Luria tried to generate an integrative and logical theory for brain functions, in other words, to develop further technical studies on mental functions. To this end, he divides the general brain activities into three units, the first having the function of maintaining surveillance, the second being responsible for obtaining, processing, integrating and storing the information provided by the environment, and the third unit is responsible to plan, execute and direct the pattern of human behavior. Thus, the aim of this study is to review the frontal lobe (FL) neuropsychology and to associate it with the third functional unit of Luria. The references of the book "The Working Brain" were used. In the end, it was possible to conclude from Luria's conceptions that the third functional unit is responsible for the stimuli synthesis, preparation for action, program constructions, verification of the activity’s ways, generation of activation process linked to the most complex conscious actions and a speech collaboration.

Difficulties with adequately teaching mathematics is a challenge not yet overcome by teachers. It is an important subject that directly involves educators and teachers, and indirectly society. New proposals for teaching mathematics have not been completely implemented and must be tested among the many levels of student life. One possibility for bringing teachers in accord with new teaching strategies is by pedagogical development, such as attending specific courses for teaching, to at least become aware of new methodologies and to learn how to apply them. The purpose of this work was to analyze the use of the Mathematical Modeling methodology in a course offered in a graduate Environmental Sciences curriculum using the active methodologies. The aim was to assess the development of cognitive abilities, favoring reflection and questioning into mathematical modeling, that occurred during remote teaching due to the pandemic. A structured questionnaire was given to students and the responses were used to interpretate their perception of the discipline/course and active methodology proposed. The problems cited by other authors, such as limited time and a culture engrained in traditional teaching, were observed by the present study, indicating the need in to introduce mathematical modeling and problem solving in the initial phases of teaching mathematics.