Avaliação do ruído ambiente na envolvente das escolas do 1º ciclo básico da cidade de Braga

Dissertação de mestrado integrado em Engenharia CivilO trabalho desenvolvido ao longo deste projeto de investigação pretende avaliar o ruído ambiente na envolvente de três escolas do 1º ciclo do ensino básico da cidade de Braga. Na avaliação dos níveis de ruído adotou-se três metodologias: avaliação objetiva, avaliação subjetiva e modelação matemática do ruído ambiente. A avaliação objetiva baseou-se na caraterização do ruído ambiente através de medições com um sonómetro que mediu os níveis de pressão sonora no exterior, próximo das fachadas dos edifícios escolares, e no interior das salas de aula. As medições seguiram a norma NP ISO1996:2011, 1-2. Os resultados obtidos nas medições de ruído ambiente no exterior foram comparados com os valores limites de exposição do artigo 11º do Regulamento Geral do Ruído, aprovado pelo Decreto-Lei n.º 9/2007, de 17 de janeiro. A avaliação subjetiva baseou-se na elaboração de inquéritos a alunos do 3º e 4º ano de escolaridade, a professores e a auxiliares de ação educativa. Na modelação matemática do ruído ambiente utilizou-se o método recomendado pela Diretiva 2002/49/CE do Parlamento Europeu e do Conselho de 25 de junho de 2002 relativa à avaliação e gestão do ruído ambiente. Esta diretiva recomenda que para o cálculo do ruído de tráfego rodoviário deve ser utilizado o método provisório de cálculo, NMPB 96. Os resultados das medições de ruído ambiente revelaram que as fachadas mais expostas estão sujeitas a valores superiores ao valor limite imposto pela legislação para zonas sensíveis, 55 dB(A). Os resultados das medições no interior das salas de aula, com os alunos, foram superiores aos valores medidos no exterior. Na análise da avaliação percetual, constatou-se que o ruído gerado no interior da sala de aula é o mais percetível. Também se verificou a perceção ao ruído proveniente do exterior da escola. O modelo utilizado na modelação matemática do ruído ambiente encontra-se ajustado e apto a receber as contagens médias reais de tráfego rodoviário para a elaboração dos mapas de ruído na envolvente das escolas. Conclui-se que o ruído ambiente na envolvente das escolas atinge valores superiores ao valor limite imposto pela legislação e que os níveis de ruído medidos no interior devem-se ao ruído gerado na sala de aula e nas salas adjacentes.The work developed during this research project assesses the environmental noise around three primary schools in the city of Braga. In the assessment of noise levels was adopted three methodologies: objective evaluation, subjective evaluation and mathematical environmental noise modeling. The objective evaluation based on the characterization of environmental noise through measurements with a sound level meter that measured the sound pressure levels outside, near the building facades and inside the classrooms. The measurements followed the NP ISO 1996:2011, 1-2, the results obtained in measurement of environmental noise abroad were compared with the exposure limits of article 11º of the General Regulation of Noise, approved by Decree-Law no. 9/2007 of 17 January. Subjective evaluation was based on inquests to students who attend the third and fourth grade, to teachers and educational auxiliary’s action. In mathematical modeling of environmental noise, it was used the method recommended by Directive 2002/49/CE of the European Parliament and of the Council of 25 June 2002 relating to the assessment and management of environmental noise. This policy recommends that for the calculation of road traffic noise should be used the provisional method of calculating, NMPB 96. Measurement results of environmental noise show that the most exposed facades of schools are subject to values higher than the value imposed by law for sensitive areas, 55 dB(A). The results of measurements inside the classrooms, with the students, were higher to values measured on the facades. In the analysis of subjective evaluation, it was found that the noise generated inside the classroom is more noticeable. It was found also the perception to outside noise of school. The model used in the mathematical modeling of environmental noise is adjusted and ready to receive average counts of traffic road to obtain noise maps around schools. Concluding, the environmental noise around schools reaches values higher to value imposed by the law and that the noise levels measured inside owe the noise generated in classrooms

SARS-CoV-2 introductions and early dynamics of the epidemic in Portugal

Genomic surveillance of SARS-CoV-2 in Portugal was rapidly implemented by the National Institute of Health in the early stages of the COVID-19 epidemic, in collaboration with more than 50 laboratories distributed nationwide. Methods By applying recent phylodynamic models that allow integration of individual-based travel history, we reconstructed and characterized the spatio-temporal dynamics of SARSCoV-2 introductions and early dissemination in Portugal. Results We detected at least 277 independent SARS-CoV-2 introductions, mostly from European countries (namely the United Kingdom, Spain, France, Italy, and Switzerland), which were consistent with the countries with the highest connectivity with Portugal. Although most introductions were estimated to have occurred during early March 2020, it is likely that SARS-CoV-2 was silently circulating in Portugal throughout February, before the first cases were confirmed. Conclusions Here we conclude that the earlier implementation of measures could have minimized the number of introductions and subsequent virus expansion in Portugal. This study lays the foundation for genomic epidemiology of SARS-CoV-2 in Portugal, and highlights the need for systematic and geographically-representative genomic surveillance.We gratefully acknowledge to Sara Hill and Nuno Faria (University of Oxford) and Joshua Quick and Nick Loman (University of Birmingham) for kindly providing us with the initial sets of Artic Network primers for NGS; Rafael Mamede (MRamirez team, IMM, Lisbon) for developing and sharing a bioinformatics script for sequence curation (https://github.com/rfm-targa/BioinfUtils); Philippe Lemey (KU Leuven) for providing guidance on the implementation of the phylodynamic models; Joshua L. Cherry (National Center for Biotechnology Information, National Library of Medicine, National Institutes of Health) for providing guidance with the subsampling strategies; and all authors, originating and submitting laboratories who have contributed genome data on GISAID (https://www.gisaid.org/) on which part of this research is based. The opinions expressed in this article are those of the authors and do not reflect the view of the National Institutes of Health, the Department of Health and Human Services, or the United States government. This study is co-funded by Fundação para a Ciência e Tecnologia and Agência de Investigação Clínica e Inovação Biomédica (234_596874175) on behalf of the Research 4 COVID-19 call. Some infrastructural resources used in this study come from the GenomePT project (POCI-01-0145-FEDER-022184), supported by COMPETE 2020 - Operational Programme for Competitiveness and Internationalisation (POCI), Lisboa Portugal Regional Operational Programme (Lisboa2020), Algarve Portugal Regional Operational Programme (CRESC Algarve2020), under the PORTUGAL 2020 Partnership Agreement, through the European Regional Development Fund (ERDF), and by Fundação para a Ciência e a Tecnologia (FCT).info:eu-repo/semantics/publishedVersio

The impact of urban noise on primary schools: perceptive evaluation and objective assessment

This paper aims to assess the impact of environmental noise in the vicinity of primary schools and to analyze its influence in the workplace and in student performance through perceptions and objective evaluation. The subjective evaluation consisted of the application of questionnaires to students and teachers, and the objective assessment consisted of measuring in situ noise levels. The survey covered nine classes located in three primary schools. Statistical Package for Social Sciences was used for data processing and to draw conclusions. Additionally, the relationship of the difference between environmental and background noise levels of each classroom and students with difficulties in hearing the teacher’s voice was examined. Noise levels in front of the school, the schoolyard, and the most noise-exposed classrooms (occupied and unoccupied) were measured. Indoor noise levels were much higher than World Health Organization (WHO) recommended values: LAeq,30min averaged 70.5 dB(A) in occupied classrooms, and 38.6 dB(A) in unoccupied ones. Measurements of indoor and outdoor noise suggest that noise from the outside (road, schoolyard) affects the background noise level in classrooms but in varying degrees. It was concluded that the façades most exposed to road traffic noise are subjected to values higher than 55.0 dB(A), and noise levels inside the classrooms are mainly due to the schoolyard, students, and the road traffic. The difference between background (LA95,30min) and the equivalent noise levels (LAeq,30min) in occupied classrooms was 19.2 dB(A), which shows that students’ activities are a significant source of classroom noise.The authors gratefully acknowledge FCT/C-TAC for the financial support granted through a Master's scholarship and directors, teachers and students of the schools in the city of Braga for their cooperation and participation in this research

Núcleos de Ensino da Unesp: artigos 2007

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq

Núcleos de Ensino da Unesp: artigos 2008

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq

O Protagonismo Infantojuvenil nos Processos Educomunicativos

Neste volume “O protagonismo infantojuvenil nos processos educomunicativos”, reunimos 53 artigos que transitam sobre a temática do protagonismo infantojuvenil em diversas experiências e processos educomunicativos e para facilitar sua leitura e busca por temas de seu interesse, eles estão organizados em 8 capítulos que abordam a educomunicação a partir do fazer das crianças e da apropriação da produção midiática. Expressão artística, rádio, vídeo, jornalismo, cultura digital, redes sociais entre outros são os temas abordados pelos autores destes trabalhos. convidamos o leitor a mergulhar nesta jornada educomunicativa, vivendo e revivendo junto conosco essas experiências vividas por outros, refletindo em cada texto sobre como estamos, como evoluímos e como seguimos os passos daqueles que com sua ousadia, amor e luta elaboraram os fundamentos da educomunicação