Percorrer por autor "Fernandes, Sara"
A mostrar 1 - 3 de 3
Resultados por página
Opções de ordenação
- Artificial Intelligence in Higher Education: Institutional Marketing Strategies for Engagement and Global ExpansionPublication . Serafim, Ana; Fernandes, Sara; Mesquita, Cristina; Veloso, Cláudia M.; Sousa, Bruno BarbosaArtificial Intelligence (AI) presents significant challenges and opportunities in educational practices. As AI technologies evolve, they offer transformative potential for personalized learning and administrative efficiency, but they also raise critical ethical concerns that must be addressed. The following sections outline the main aspects of AI's impact on education. The integration of Artificial Intelligence (AI) in education presents numerous opportunities that can significantly enhance learning experiences and administrative efficiency. AI technologies facilitate personalized learning, automate administrative tasks and improve student support services, thus transforming traditional educational paradigms. In turn, the integration of Artificial Intelligence (AI) in education presents several challenges that must be addressed in order to harness its full potential. The main issues include algorithmic bias, data privacy concerns, inadequate infrastructure and the need for teacher training.
- Consumption of nuts and similar dried foods in Portugal and level of knowledge about their chemical composition and health effectsPublication . Guiné, Raquel P.F.; Correia, Paula; Fernandes, Sara; Ramalhosa, ElsaNuts are consumed worldwide and have valuable nutritional compositions. However, few studies exist about the consumers‘ knowledge regarding nuts and similar dried fruits. This study aimed to investigate the knowledge on nuts composition (KNC) and health effects (KNHE) associated with nuts consumption and evaluate eating habits and preferences. A questionnaire survey was applied by direct interview to 300 Portuguese citizens, recruited by convenience. Anthropometric properties, behavioural and health aspects, knowledge about nuts composition and health effects, and consumption habits and preferences were evaluated and statistically analysed. Globally, the participants were not well informed on the chemical composition of nuts and about their effects on human health. Regarding age, the middle-aged adults showed a little higher level of KNC. However, no statistical differences were observed for KNC and KNHE across groups of Body Mass Index, physical exercise practice or balanced diet. Concerning eating habits and preferences, most participants (84%) like nuts, and usually consume them (58%). Among different nuts, the most consumed ones were peanuts and walnuts, followed by almonds and hazelnuts. A vast majority of participants (86%) preferred to eat the nuts in their simple form and consume them between meals. In conclusion, improvement of communication on nuts benefits to human health might be a way to increase their consumption. Our data can also help the nut industries to formulate a better strategy.
- Educação menstrual e saúde de jovens portuguesas - fatores associados à prática da educação físicaPublication . Condessa, Isabel; Fernandes, Sara; Antão, Celeste; Anastácio, ZéliaThomas, Gallagher e Thomas (2001) consideram que as mudanças de competência motora dependem essencialmente de três ordens de fatores: biológicos (p.e. genética, crescimento, puberdade), de envolvimento (p.e. oportunidades, encorajamento) e sua interação (p.e. práticas vivenciadas nas diferentes fases de desenvolvimento). Por outro lado, mais recentemente a Organização Mundial da Saúde (WHO, 2018) referia que os programas de atividade física e desportiva nas escolas, onde se inclui a Educação Física (EF) devem ajudar a desenvolver as capacidades físicas, a aumentar o prazer geral pela atividade física, contrariando o sedentarismo. Para esta organização, ao lado da criação de hábitos de vida positivos, a prática de higiene dos alunos são alguns pontos a reforçar na escola. Contudo, nas escolas em Portugal, as meninas, que adquirem a sua menarca habitualmente a partir dos seus 12/13 anos, defrontamse com fatores de ordem biológica e emocional que, comparativamente com os seus colegas rapazes, criam uma desigualdade de oportunidade para a prática ao exercício físico.