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dc.contributor.authorWang, Hanquing
dc.contributor.authorStein, Violeta
dc.contributor.authorRoca, Roxana
dc.contributor.authorCarazo, Alexandra
dc.contributor.authorSuarez, Camila
dc.contributor.authorMartínez Jiménez, María
dc.contributor.authorGarcía Hernánz, María Rabadán
dc.contributor.authorManso de Zuñiga, Amaya Sevilla
dc.contributor.authorStein, Kimberly
dc.contributor.authorHeppel, Stephen
dc.contributor.authorNoriega, Farid M.
dc.contributor.authorSegovia Martínez, Juan Carlos
dc.contributor.authorArroyo, Lourdes
dc.contributor.authorBarbero, María
dc.date.accessioned2020-04-03T17:10:10Z
dc.date.available2020-04-03T17:10:10Z
dc.date.issued2020-04-03
dc.identifier.urihttp://hdl.handle.net/20.500.12020/881
dc.description.abstractMuch is said about nutrition, and for a relatively short time we have been talking about the importance of nutrition on the brain and, therefore, on cognitive performance. A correct diet in sports performance is a priority, but will it guarantee success in competitions? Obviously not, but a wrong diet, almost certainly, will lead us to a sporting and health disaster. The same premise applies to cognitive performance. Will eating properly guarantee academic results? No, but it will facilitate better neuronal connections, more fluid information, and better oxygenation of the brain, which in the end will allow us to obtain better cognitive results. And these behaviours should be avoided in conditions where students are confined for long periods of study during exams, due to illness or any other academic activity. This is why the importance of sociodemographic factors in the dietary preferences of children at an early age is vital. We could even go further by echoing the findings of some studies that suggest that poor food choices, rich in saturated fat, salt and sugar, in preschool age are associated with reduced verbal and cognitive ability scores. Sometimes opinions emerge as to whether breakfast is appropriate or not, in which case the balance strongly shifts more toward “ adequate” breakfast. We wanted to go a bit further by analysing the different ingredients that influence the various brain functions and/or connections, for their integration into students’ daily diets. But to integrate this model it is not enough to tell the students what is right and what is not, but in this case, we have intended that they are the ones who discover them; and use them to develop different recipes so that the message reaches the rest of their classmates better. We hope that this initiative will continue over time, passing the baton to the next generations.es
dc.description.sponsorshipBrain food Projectes
dc.description.sponsorshipIntertational School SEKes
dc.description.sponsorshipCatergestes
dc.description.sponsorshipFundación Felipe Segoviaes
dc.language.isoenes
dc.publisherUniversidad Camilo José celaes
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleBrain Food Recipeses
dc.typebookes
dc.page.initial1es
dc.page.final66es
dc.rights.accessRightsopenAccesses
dc.subject.areaCiencias de la Educaciónes
dc.subject.keywordBrain Foodes
dc.subject.keywordNutriciónes
dc.subject.keywordInvestigaciónes
dc.subject.keywordAlimentoses
dc.subject.keywordRecetases
dc.subject.unesco3104.06 Nutriciónes


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional