RCIPL
Repositório Institucional do Politécnico de Lisboa
Entradas recentes
Multimodal ultrasound assessment of the diaphragm during the maximal inspiratory pressure maneuver
Publication . Leote, João; Nunes, Daniela; Oliveira, Inês; Silva, Rafael; Pereira, Marco; Bacariza, Jacobo; Gonzalez, Filipe; Hermínia Brites Dias
Diaphragm ultrasound (DU) is increasingly used to assess diaphragmatic function, but its relationship with maximal inspiratory pressure (MIP), particularly when both are acquired during the same maneuver, remains unclear. This exploratory cross-sectional study investigated associations between MIP and DU parameters, compared diaphragmatic strain obtained with two different probes and imaging planes, and explored the association between diaphragmatic strain and the diaphragm thickening fraction (TF). Eleven healthy participants (median age 21 years; median body mass index 22.1 kg/m2) with normal phrenic nerve conduction, transcranial magnetic stimulation, and occlusion pressure at 100 ms underwent DU during the MIP maneuver using phased-array and linear probes at the subcostal window and zone of apposition, respectively. Each ultrasound acquisition was paired with an MIP recorded simultaneously during that acquisition; the two probes were therefore studied within the same session and not during a single shared maneuver. No a priori sample size or power calculation was performed. MIP showed moderate positive associations with diaphragmatic excursion (DE) (rs = 0.603, p = 0.050) and TF (rs = 0.482, p = 0.133), and moderate negative associations with time to peak diaphragmatic excursion (TPDE) (rs = −0.400, p = 0.223) and linear-probe strain (rs = −0.469, p = 0.241). Linear-probe strain was strongly associated with TF (rs = −0.710, p = 0.048). Every bootstrap 95% confidence interval included zero. In this exploratory sample, DE and TF showed the strongest associations with MIP, while zone-of-apposition strain was strongly associated with TF; they merit evaluation as part of a multimodal DU assessment as candidate quantitative parameters rather than validated markers.
Criação em diálogo: interpretação e direção vocal em turismo infinito
Publication . Henriques, João; Silva, José Eduardo
Este artigo propõe uma reflexão dialógica entre um ator e um diretor vocal sobre o processo de criação do espetáculo Turismo Infinito (2007). Nele, e a partir da prosa poética de O Livro do Desassossego, de Fernando Pessoa/Bernardo Soares, o trabalho de voz e texto é analisado sob a perspectiva conceptual do encontro. Pretende-se dar visibilidade aos modos como a colaboração conduz a pesquisa criativa, atmosfera propícia à emergência do novo; como a confiança consolida a formação de um vocabulário afetivo criador, onde o imaginário poético adquire sonoridade e a voz se transforma em presença viva em cena; culminando numa reflexão sobre como esse trabalho se desenvolve e expande nas diversas reposições do espetáculo.
Cytotoxic activity of settled dust in primary schools: a multi-matrix, multi-season screening approach for children’s environmental health
Publication . Cervantes, Renata; Pena, Pedro; Carolino, Elisabete; Soszczyńska, Ewelina; Twarużek, Magdalena; Viegas, Susana; Viegas, Carla
Children spend up to nine hours daily in school environments, yet the potential health impact of accumulated indoor dust remains largely uncharacterised. This study provides the first multi-matrix, multi-season assessment of passive dust samples from Portuguese primary schools, using the MTT assay to evaluate the biological activity of complex indoor pollutant mixtures. 207 passive samples were collected across 11 primary schools in the Lisbon Metropolitan Area, using four sampling matrices, settled dust filters, electrostatic dust cloths (EDC), electrostatic dust cloths on T-shirts (EDCT), and floor mops, across six indoor locations, warm and cold seasons, and in urban and rural contexts. Cytotoxic activity was assessed in A549 (human alveolar epithelial) and SK (swine kidney) cells, potential azole resistance was detected by growth on azole-supplemented culture media. Cytotoxic activity was detected in 64.7% (A549) and 24.6% (SK) of samples. Sampling matrix was the strongest predictor of cytotoxic variability for both cell lines (A549: R2 = 0.199; SK: R2 = 0.081; p < 0.001), with floor mops exhibiting the highest cytotoxic rates (A549: 94.4%; SK: 83.3%). Season was a significant secondary modulator exclusively for A549 cells, with cold-season positivity of 82.8% versus 50.0% (p < 0.001). Geographic context, school identity, and indoor location showed no significant effects, suggesting cytotoxic variability reflects building-level operational factors, cleaning practices, and ventilation, rather than environmental setting. Spearman analysis revealed cell-line and compound-specific associations between fungal burden, potential azole resistance detected by growth on azole-supplemented culture media, and cytotoxic responses, with reduced susceptibility to itraconazole, voriconazole, and posaconazole detected in school dust isolates. These findings demonstrate that microbial contamination in school settled dust may result in potential health effects involving clinically relevant antifungal resistance species. Floor mop sampling is identified as a high-sensitivity sentinel approach for the combined biological and chemical toxic burden accumulated at floor level. Passive multi-matrix cytotoxicity assessment should be integrated into school indoor air quality surveillance to protect this vulnerable population.
Entre a pedagogia da voz e a direção vocal: reflexões sobre aspectos comuns e autónomos das suas práticas
Publication . Henriques, João
A direção vocal, enquanto atividade colaborativa das artes cênicas, estabelece-se como um lugar de desenvolvimento de estratégias de trabalho de voz e texto com o ator, em processos de criação. Podendo ser considerada uma extensão da pedagogia vocal, propomos que, para além dos pontos em comum, existem fatores que diferenciam as suas práticas, como contexto e tempo de duração do trabalho, condições e expectativas de resultados, papeis e dinâmicas relacionais e outras competências específicas. O artigo pretende analisar esses fatores a partir do modo como os conceitos de autoimagem, congruência e autenticidade vocais, regulação afetiva e hábitos vocais inconscientes são abordados nas duas práticas.
Inteligencia Artificial Generativa en la educación superior: percepciones, creencias y desafios éticos de los estudiantes de psicología y ciencias de la educación
Publication . Lopes, Carlos; Antunes, Maria Luz; Sanches, Tatiana
Este estudio analiza las percepciones de 272 estudiantes universitarios de primer año en Portugal, principalmente de las áreas de Psicología y Ciencias de la Educación, respecto al uso de la Inteligencia Artificial Generativa (IA-Gen) en el aprendizaje, evaluando su facilidad de uso, confianza, inteligencia percibida e intención de adopción mediante un diseño mixto de cuestionario y preguntas abiertas. Los resultados revelan una adopción significativa de la tecnología, con un 58,9 % de los alumnos utilizándola al menos semanalmente y una clara dominancia de ChatGPT (88 %), empleado principalmente para la comprensión de temas complejos (80,7 %) y la síntesis de contenidos (70,7 %). Los participantes manifiestan una postura de optimismo crítico: aunque valoran la IA-Gen como intuitiva y beneficiosa, y reconocen que su eficacia radica en la formulación de buenas preguntas (M = 4,31), muestran reservas importantes sobre su fiabilidad. Existe un consenso casi unánime en la necesidad de validar la información con fuentes expertas (M = 4,15), así como preocupación por el plagio, la seguridad de los datos, el impacto social negativo y la erosión del pensamiento crítico (M = 2,31). Asimismo, la inteligencia de la IA se percibe como inferior a la de los docentes (M = 2,42), reafirmando el valor insustituible de la mediación humana. En conclusión, el estudio subraya la necesidad urgente de que las instituciones de educación superior implementen directrices claras, promuevan el desarrollo profesional docente y desarrollen programas de alfabetización en IA para los estudiantes, asegurando así una integración tecnológica que salvaguarde la integridad académica y mitigue riesgos como la dependencia excesiva.