Drug & Alcohol Awareness Day this week to feature activities, workshop

Emily Bauer was a normal 16-year-old girl until experimentation with synthetic marijuana led to a psychotic break, multiple strokes, an induced coma and brain damage so severe that doctors advised her family she likely wouldn’t survive.

Three years later, Emily is alive and on the long, slow road to recovery. Her family has  launched Synthetic Awareness For Emily (SAFE), a charity organization devoted to raising awareness of the dangers of using synthetic marijuana. She and her mother, Tonya, will be special guests Wednesday, Oct. 7, at Drug & Alcohol Awareness Day — an event featuring information and fun, interactive activities that explore alcohol and drug issues on campus and in the community.

Drug & Alcohol Awareness Day will be held in the Student Center from 10 a.m.-2 p.m., with more than a dozen local organizations expected to participate, including the Bay Area Council on Drugs & Alcohol; Baytown Police Department; Mothers Against Drunk Driving; Texas Alcoholic Beverage Commission; the UTMB-Center for Addiction Research; and many others. Free pizza will be provided and door prizes awarded.

The Synthetic Drug Workshop featuring Detective Aaron Crowell of the Baytown Police and the Bauer family will be held from 12:30-1:30 p.m., in the Bayer Conference Center.

For more information about Drug & Alcohol Awareness Day, contact the Counseling Center at 281.425.6384.

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Debate Team off to winning start on 2015-16 competition season

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The Lee College Debate Team left its first two tournaments of the 2015-16 competition season with a sweepstakes championship, top community college honors and a host of awards and recognitions for outstanding team and individual performances — a strong start to  defense of their back-to-back national championships.

2015 University of Arkansas at Monticello “Weevil Wars” Competition
(Oct. 1-4, 2015)

The team finished as Community College Champions and third-place in the Overall Tournament Sweepstakes, competing against a field of thirteen colleges and universities that included Union University; Stephen F. Austin State University; Mississippi College, Henderson State University; and Lamar State College-Orange.

The duo of Kyle Diamond and Rigo Ruiz won the Team IPDA Championship while freshman duo Emmanuel Perez and Josh Lyrock finished as Quarterfinalists in Team IPDA competition.  Ruiz was also named the Team Division’s Debate Speaking Champion, while Diamond placed fourth in Team Debate Speaking.

Diamond finished as a Varsity Semifinalist while team newcomer Kylie Turner finished as a Novice Octofinalist.  Lyrock ranked as a Junior Varsity Quarterfinalist and was fifth-  place in JV Debate Speaking, while teammate Jerry McCauley was an Octofinalist in the Junior Varsity Division.

2015 University of Southern Mississippi/William Carey University “Hub City Swing” Debate Sweepstakes Championship (Sept. 25-27, 2015)

The team finished as the Top Community College in the Mississippi tournament and won the sweepstakes championship title, edging out Southeastern University and the University of Tennessee.

Team Captain Kyle Diamond was named Varsity Debate Speaking Champion while freshman Jerry McCauley was named Junior Varsity Debate Speaking Champion.  The duo of Diamond and Team Captain Rigo Ruiz won the Team IPDA Championship, while freshman duo Emmanuel Perez and Josh Lyrock finished second in Team IPDA competition.

Sophomore Joselyn Mendoza won Second-Place Junior Varsity Debate Speaker and was second overall in the Junior Varsity division. Diamond finished as a Varsity Semifinalist while team newcomer Chrome Salazar was named a Novice Semifinalist. Ruiz finished as a Varsity Quarterfinalist while McCauley and Lyrock placed as Junior Varsity Quarterfinalists. Shawn Start was named as the fifth-place Novice Debate Speaker while Salazar was the sixth-place Novice Debate Speaker.

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MAS Raza Collective draws regional media for Ayotzinapa remembrance

When 43 students from Ayotzinapa, Mexico, were taken by police and never seen or heard from again, the story of their disappearance — and the government’s apparent unwillingness to find out what really happened — captured the attention of the MAS Raza Collective at Lee College and spurred the student organization to action.

Working in the wee hours of the morning on the 1-year anniversary of the students’ disappearance, they erected a special art installation in the heart of campus: 43 empty chairs, each draped with a t-shirt and sign bearing the name and face of one of the missing from Ayotzinapa.

At a brief remembrance ceremony attended by English and Latino media outlets from around the Houston region, they led a roll call and instructed those in the crowd to respond with, “Presente!” — giving a voice to the missing students who, though presumed dead, still have not yet been found.

The MAS Raza Collective hoped the striking display would touch the hearts and minds of their fellow students and instructors who walked by, sparking curiosity and helping to ensure the tragedy of Ayotzinapa would never be forgotten. A new campus organization, the collective has ties to the Puente Project and Mexican-American Studies programs and aims to educate and improve the Baytown community through the power of activism and the empowerment of marginalized groups.

In March, members of the Asamblea Popular de Houston visited with Mexican-American Studies students to share the story of the Ayotzinapa students and spread the word about government corruption and the history of repression of social movements in Mexico, especially with indigenous and rural communities. The activists reminded the students to remember that their voices count and can make a difference — a message the collective echoed to their peers at the anniversary art installation.

“Whether you’re a student or not, whether you’re one ethnicity or another, whether you’re from here or another planet — you’re a human, and this a human rights issue,” said Emily Trevino, a member of the MAS Raza Collective and emcee of the remembrance ceremony. “We should all care.”

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Runnin’ Rebels bring anti-bullying & kindness message to local elementary schools

Rooty the Rebel and the Runnin’ Rebels Basketball Team have visited Baytown’s Bowie and Clark elementary schools in the last 2 weeks, encouraging students to show respect for themselves, their classmates and their schools by not bullying and being friendly to others.

Head Coach Roy Champagne and the Rebel athletes reminded students at both schools to walk away and tell a teacher if they or someone they know is being bullied, and to always treat others with kindness. They urged them stay focused on their schoolwork, passed out pencils and posed for photos with enthusiastic students and faculty — and Rooty offered plenty of high-fives and hugs to his cheering fans.

The Runnin’ Rebels will kick off the regular 2015-16 basketball season Saturday, Oct. 31, in Plano against Odessa College as part of the East v. West Texas Challenge. The first home game is Friday, Nov. 6, against Collin County Community College. Click here for a full schedule of games for the season.

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Annual Staff Assembly Fundraiser underway; order deadline Oct. 15

The Staff Assembly is again selling Durham Pecans for its fall fundraiser, and the deadline to place and receive an order in time for Thanksgiving is fast-approaching.

Those who want their Durham Pecans by Thanksgiving Day must submit their order and money to Lauren Meguess no later than 5 p.m., Thursday, Oct. 15. Here are the items up for sale:

  • 12-ounce Chocolate Peanuts – $6 each
  • 12-ounce Chocolate Pecans – $7 each
  • 1-pound Pecan Pieces – $8.50 each
  • 1-pound Pecan Halves – $9.50 each
  • 1-pound English Walnut Halves and Pieces – $9 each
  • 3-pound bag of Raw Shelled Peanuts – $9 each
  • Round wicker basket with 1/2-pound each of Milk Chocolate Pecans, White Chocolate Pecans, Praline-frosted Pecans, Texas Deluxe Mix and more – $30 each
  • Big Tex gift basket with 11 ounces of Pecan Topping, 12 ounces of Milk Chocolate Pecans, 12 ounces of White Chocolate Pecans, 12 ounces of Praline Frosted Pecans, and 1 pound of Raw Pecans – $40 each

For more information, contact Meguess at 281.556.4453 or lmeguess@lee.edu.

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The Hillbenders bluegrass opry performance at the PAC postponed

This month’s planned performance by The Hillbenders – a quintet of bluegrass musicians from the heart of the Ozarks – at the Performing Arts Center will be rescheduled for a later date.

“Tommy: A Bluegrass Opry” was set to hit the PAC main stage at 7:30 p.m., Friday, Oct. 16. A new date for the show will be announced soon.

Released in June 2015, “Tommy” is The Hillbenders’ third album on Nashville-based Compass Records. The full-length bluegrass tribute was conceived and produced by South by Southwest co-founder and music producer Louis Jay Myers, who wanted to put a new spin on Pete Townshend’s legendary rock opera – complete with the sounds of a banjo, dobro, mandolin, bass and guitar.

Already known around the country for expertly bridging the gap between bluegrass and more common musical genres, The Hillbenders were the ideal band for the project.

“With our widely varied influences, we’re all trying to bring in songs that unify,” said lead singer and mandolinist Nolan Lawrence. “We wanted to pair bluegrass with the other American music we grew up with – rock and roll.”

Lawrence shares the stage with the same band members who helped form The Hillbenders in 2008: cousins Jim and Gary Rea on guitar and bass; Mark Cassidy on banjo; and Chad “Gravy Boat” Graves on dobro. The band is a favorite on the bluegrass festival circuit, wowing crowds with their high-octane performances, tight harmonies and instrumental prowess.

For more information about the rescheduling of The Hillbenders and “Tommy: A Bluegrass Opry” at the Lee College PAC, contact the Box Office at 281.425.6255.

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This Week in Innovation – Assessing student learning beyond tests

Tests Are Not Enough

By John G. Shiber, professor

Measuring student classroom learning is now among the top concerns identified by the Southern Association of Colleges and Schools (SACS), and pressure is increasing to hold teachers more strictly accountable for it. Although student-evaluation-of-teacher surveys may be institutionally helpful, they have great limitations for those individuals who wish to better understand student perceptions of learning in relation to their course performance. The changing profile of undergraduates and their instructional needs, especially in core courses, makes it imperative to know students’ perceptions of learning.

People enrolling in community colleges often come to us ill-prepared for the rigors of postsecondary education; they are also notoriously bad test and note takers. While these students may actually learn a great deal in a course, they may not have developed the skills necessary to express that learning through tests alone. Yet, test scores remain the chief indicator of student learning among educators. It is my belief that determining student learning based on that one parameter is insufficient. Since learning is such a complex phenomenon, how can the assessment tool be so simple?

That is not to say that test performance is not a very important consideration. However, having numerous other assessment strategies available provides students with more opportunities to demonstrate knowledge growth when test scores are poor (for whatever reason) and to boost their grades. I use the following ten parameters in my science classes to observe trends in individual and classroom learning achievement, which is clearly consistent with the American Association for Higher Education’s principles governing good assessment practices.

  1. Identical pre- and post-testing
  2. Three regular tests and one take-home final
  3. Three written assignments
  4. In-class reading of scientific articles and viewing of course-related videos, all of which require on-the-spot written summaries
  5. Community service and/or educational initiatives within or outside the classroom
  6. Up to four optional assignments
  7. Attendance
  8. Attitude
  9. Effort
  10. Completion of an end-of-semester, course-specific questionnaire designed to help gauge the strengths and weaknesses of the instructional approach and textbook, as well as to understand students’ perceptions of their learning.

While there is no end-of-semester survey, students are asked to estimate the percentage of course material they feel they have learned.

Each parameter is assigned a maximum percentage point value, which allows students to earn anywhere from zero to the assigned number of points according to his or her level of engagement in the given activity. The maximum points a student can earn in a single parameter depends upon the nature of his or her involvement. Tests and quizzes and regular assignments having the highest value (up to 15 percent each). Point allocations vary slightly according to the course. In human ecology, for example, greater weight is placed on community environmental involvement. In introductory biology, written assignments have a higher point value, and in labs, it is attitude and effort that count the most. The only parameter that gets the same range of percentage points across courses is attendance, which is on a 1-10 scale.

The grading system is fully described in the syllabi and reinforced throughout the semester in class so nothing is left to speculation. Students are even provided with a “Grading Sheet” on which to record and keep track of their points as they earn them, and an “Absence Scale” to refer to as a constant reminder of the number of points they can earn based on how regularly they attend class. Students are vehemently and repeatedly assured throughout the semester that they will never lose points for not doing something while in the same breath they are warned that they will not earn points either for doing nothing.

A word about my teaching approach is in order here. I use instructional objectives, but not those provided in textbooks. For example, I go through each course textbook and personally prepare and distribute to students sets of objectives that cover each chapter that will be discussed during the semester. There are three sets, and students are obliged to complete all objectives designated in each set and submit them in writing when taking the test that covers the same material. Every assignment objective is discussed in class, and the tests are comprised only of questions dealing with those discussions. There are no trick questions. If students choose to complete all the objectives (assigned and unassigned) in a packet, they receive extra credit points. The objectives are revised with each edition or new textbook adoption.

This assessment strategy is designed to develop the mindset that the ball is in the students’ hands, not the teacher’s, and it aligns well with the “fairness to student ethic” being promoted nationwide in assessment programs like the “Measuring Student Learning” module from San Francisco State University’s Center for the Enhancement of Teaching. Students become more at ease with and even enjoy the learning process when they feel in complete control of their grades.

In order to quantify the value of this approach to students, a few years ago I analyzed close to 600 performance records that I had retained from five consecutive semesters. I compared individual final averages of the lecture students with (1) their pre-and post-test scores, (2) the percentage of course material they estimated on the questionnaire as having learned, and (3) the percentage of points students earned in each of the other parameters. For example, if a student had gotten six out of ten possible points, 60 percent was recorded for that parameter. I presented my results to the Science Education section of the Kentucky Academy of Science annual meeting.

The paper, entitled “Useful Parameters for Assessing Classroom Student Learning Outcomes: A Case Study” (J. KY Acad. Sci. 68(1): 115), reported that aside from test scores and regular assignment completion, the most influential factors in student achievement levels were frequency of attendance, individual involvement activity, and optional assignment completion. In other words, the more students took advantage of these learning strategies, the higher their final grades. Moreover, their pre-test scores, ranging from 40-57 percent, demonstrated that students begin the semester with similar levels of knowledge in the subject area, and their post-test scores (73-85 percent) indicated they had improved their knowledge considerably, suggesting one of two possibilities. Either the majority of students had learned quite a bit, or that many of them had guessed very well! Given the nature of most post-test answer choices—’Correct’ or ‘Incorrect’ versus the pre-test, which includes a ‘Don’t Know’ option—the latter would not be at all surprising. Still, there is no getting around the fact that post-test scores did align very well with the percentage of material that students said they felt they had learned.

However, students’ final grade averages did not show the same degree of alignment as the post-test scores did with their perceived learning percentages. In particular, there was significant disparity among the A and E earners. The mean estimate of what the former thought they had learned was 15 percent below their final grade, while the mean estimate of the latter was 20 percent above their final grade. To me, this perfectly illustrates two old adages: “The more you learn, the less you feel you know.” and “The less you learn, the more you claim to know!”

With respect to lab students, the percentage points earned for attitude (conscientious adherence to lab protocol) and attendance were critical to their final grades. The amount of material they perceived as having learned was notably higher than that among lecture students, which reaffirms the long-held belief that hands-on experience improves interest and, hence, learning. Again, this finding comes as no surprise.

Over the five semesters studied, 71 percent of students completed the course-specific, end-of-semester questionnaires, a figure that our institutional “Student Evaluation of Instructors” initiative at the time could only hope to have achieved. Nearly all students said that the instructional approach—teacher-prepared instructional objectives they are obliged to complete—was helpful to learning and test preparation and favored the attendance policy. Indeed, of the parameters employed here, attendance figured most prominently in the final grades, with students that attended regularly earning the highest grades. This is certainly not a revelation, but many college and university teachers either lack or have very loose attendance policies, which I believe to be a mistake. A fair, well-structured attendance policy compels students to be better organized and prepared. Likewise, class participation is one of the hallmarks of late 20th century instruction, and every student in the 60 percent of those who participated in course-related, individual involvement activities during those five semesters earned an A, B, or C final grade.

The retention rate for my classes predictably hovers around 90 percent or more, and students complete them with a successful grade at 89 percent. If we were to exclude those students who earned an E because they never showed up for class and failed to withdraw, the retention rate would be somewhere around 98 percent. These are highly desirable figures for any instructor of a core college course and suggest to me that having many parameters, including a non-punitive attendance policy, is an important factor.

However limited in scope my study was, it does illustrate that employing several parameters not only provides students with a wider berth in which to express their learning, but the approach also provides instructors with a better strategy for assessing students’ understanding of what we teach.  It also supports the view that a non-punitive attendance policy can work and demonstrates that pre- and post-testing can be another valuable learning assessment tool. Student performance on these tests provides an excellent opportunity for teachers to identify content areas in which more attention might need to be focused. Likewise, by soliciting student opinions at semester’s end about their learning experience via a subjective course-specific survey, teachers can acquire useful feedback that may help them improve future instructional delivery.

Shiber is a professor of biology for the Kentucky Community and Technical Colleges System. He can be reached via e-mail to John.shiber@kctcs.edu

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Rebel Rousing: Employee kudos, news, views, hires & resignations

The Board of Regents took time at their September meeting to recognize three recent retirees and their decades of dedicated service to Lee College. Congratulations, well-wishes and a BIG thank-you to Joycelyn JacobsStephen Niehaus and Oralia Martinez.


Jill Gos, the Composition Coordinator in the English and Humanities Division, was the featured speaker  Sept. 12 at the Alvin Community College Fall Colloquium for its English faculty. She conducted a workshop entitled “Responding to Student Writing,” and has coordinated the English and Humanities Division professional development sessions at Lee College for the past 3 years.

Way to go, Jill, and thanks for representing Lee College !



A & R 1Roshele Friudenberg and Amy Smith, members of the Developmental Education faculty, gave a well-received presentation Oct. 2 at the 34th annual College Academic Support Programs (CASP) Conference hosted by Collin College. The conference theme — “Fusion of Innovation, Implementation, and Investigation” — referred to the shared promise to ensure every student has access to the resources they need to achieve their dreams.

Great job, ladies — your colleagues and campus are proud of you!

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Weekly Wellness from Jason Summers

Can Red Wine and Chocolate Truly Prevent Disease?

By Mae Chan

Resveratrol is a powerful antioxidant with benefits for muscle strength, anti-inflammatories, metabolism, neurodegenerative diseases, diabetes, cardiovascular disease and even cancer. A new study in Neurology suggests that a chemical in dark chocolate and red wine can slow the progression of Alzheimer’s disease.

Found in grapes, red wine and dark chocolate, resveratrol has been touted as a potential panacea for a range of age-related disorders, but only a few studies have come from humans.

However reservatrol is so effective in these studies, that even Big Pharma is now promoting synthetic versions through topical and oral patented drugs they claim will help combat aging and allow people to live to 150 years.

What does the latest study show?

To see if resveratrol could delay the progression of Alzheimer’s disease in people , Scott Turner at Georgetown University Medical Centre in Washington DC and his team gave 119 people with mild to moderate symptoms of the disease either a gram of synthesized resveratrol twice a day in pills for a year, or a placebo.

Over the course of the study, those in the placebo group showed typical signs of Alzheimer’s progressing, including a decline in the level of amyloid beta protein in their blood — thought to be a sign that this compound was being taken from their blood and deposited in their brains.

Did the resveratrol make any difference to brain function?

This study was designed to test the safety of taking large doses of resveratrol, rather than look at whether it works. As such, the study is too small to detect any meaningful effect that it might have had on brain function. But Turner says they did see a slight improvement in one measure of cognitive function, although this wasn’t statistically significant. A larger study may find a stronger result.

Is amyloid a good indicator of Alzheimer’s disease?

Alzheimer’s is typically characterized by the build-up of amyloid plaques in the brain, so it is often used as a biomarker for the disease. But questions remain over the role of amyloid in the disease — does it cause the condition or is it just a symptom? We won’t know how informative amyloid levels are until we find a successful way of stopping or slowing Alzheimer’s, says Neil Buckholtz of the NIH National Institute on Aging in Bethesda, Maryland, which funded this study.

* Resveratrol exhibits therapeutic potential for cancer chemoprevention as well as cardiovascular protection.

“It sounds contradictory that a single compound can benefit the heart by preventing damage to cells, yet prevent cancer by causing cell death, said Brown. “The most likely explanation for this, still to be rigorously proved in many organs, is that low concentrations activate survival mechanisms of cells while high concentrations turn on the in-built death signals in these cells.”

* Resveratrol may aid in the prevention of age-related disorders, such as neurodegenerative diseases, inflammation, diabetes, and cardiovascular disease.

“The simplest explanation is that resveratrol turns on the cell’s own survival pathways, preventing damage to individual cells,” said Brown. “Further mechanisms help, including removing very reactive oxidants in the body and improving blood supply to cells.”

* Low doses of resveratrol improve cell survival as a mechanism of cardio- and neuro-protection, while high doses increase cell death.

“The key difference is probably the result of activation of the sirtuins in the nucleus,” said Brown. “Low activation reverses age-associated changes, while high activation increases the process of apoptosis or programmed cell death to remove cellular debris. Similar changes are seen with low-dose versus high-dose resveratrol: low-dose resveratrol produces cellular protection and reduces damage, while high-dose resveratrol prevents cancers.”

Does this mean we should drink more wine?

“You can’t possibly consume enough resveratrol from food sources to reach the doses that were used in the study,” says James Hendrix, a scientist with the US charity Alzheimer’s Association. Turner estimates someone would have to drink 1000 bottles of red wine a day to even come close.

“Nature did not design resveratrol to treat Alzheimer’s disease, it designed it for some other reason that only a grape knows,” says Hendrix. But the molecule is a good starting point, he says. Chemists should be able to tweak the structure to make more of the chemical reach the brain and to reduce the dose and side effects.

Until then, it’s probably best to think of resveratrol and other dietary molecules as counteracting poor diet rather than preventing Alzheimer’s.

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Weekly Wellness from Jason Summers

15 Effective Foods For Mood and Happiness

By April McCarthy

There are many foods that may be hurting your mood, making you sick, and even pushing you toward depression! On the flip side there are many foods that promote your health, give you energy, turbocharge your memory and focus, and improve your mood. These are some of the most effective foods in that category.

Eighty percent of the caffeine in the world is consumed as coffee. Prospective studies of men and caffeine use showed a strong inverse association between coffee drinking and depression, with no association for tea or cola. A piece of epidemiology from the Nurses’ Health Study was published in the Archives of Internal Medicine in 2011: Coffee, Caffeine, and Risk of Depression Among Women. So the more the merrier, but forget those weaker brews. Three cohort studies in the past have shown an inverse relationship between coffee consumption and suicide.

They’re a great alternative to standard spuds as they are rich in folate, plus they are better than white potatoes at keeping blood sugar levels steady. And since folate contributes to the production of serotonin, it may help ward off depression and improve mood. In addition, vitamin B6 helps create dopamine, a mood neurotransmitter that may help combat PMS.

The brain is loaded with receptors for capsaicin. We also know that our brains respond to the heat of capsaicin by releasing endorphins, natural compounds that are related to morphine and have a calming effect.

Peas and beans are good sources of magnesium, a mineral that plays a core role in your body’s energy production. The National Institutes of Health (NIH) lists magnesium as being necessary for more than 300 biochemical reactions in the body.

If you’re more a salad type than a carnivore, spinach is one of your best go-to sources for iron, which helps deliver energy-sustaining oxygen to your cells. It wards off fatigue and aids concentration. It’s also a good source of vitamin B6 and folate, which support the brain’s ability to produce mood-boosting neurotransmitters, such as serotonin.

These super fruits help stave off the brain aging that can lead to slower thought processing. Thank the anthocyanins (antioxidants that lend berries their hues); these substances may work with other compounds in the fruit to block enzymes that short-circuit normal communication between brain cells. Since each type of berry has its own mix of phytochemicals, go for a variety.

They’re one of the best sources of the mood-boosting mineral selenium, which can ward off low mood and anxiety.

While the rind is bitter, it contains a lot of citrulline, as nutrient that relaxes blood vessels by activating the same mechanism as the impotency drug Viagra. This compound also helps the brain get rid of the metabolic waste product ammonia, which can damage neurons. The red flesh of watermelon is bursting with the powerful antioxidant lycopene, much more so actually than the tomato. Studies show you can boost the levels of this important nutrient by up to 40 percent (and beta-carotene by 150 percent) by letting it sit outside the refrigerator at room temperature for several days.

Even if you’re not a guacamole fan, this green fruit can bring you happiness. Avocados contain serotonin, a type of feel-good neurotransmitter in the brain. They’re bursting with depression-fighting folate, mood-lifting tryptophan and stress relieving vitamin B6.

Step away from the white rice and breads, which can cause blood-sugar crashes that leave you dragging. A better sub? Quinoa is a complex carb but also a complete protein that can give you a steady stream of energy. Quinoa is one of the rare plant-based foods that contains all nine of the essential amino acids that your body can’t make itself.

Beets are one of the best sources of the B vitamin folate that is crucial for good mood, memory retrieval, processing speed, and lightning reflexes. Beets are also packed with betaine, which our brain uses to form SAM-e, a natural antidepressant. Uridine, another important nutrient found in these root vegetables, stimulates the production of phosphotidylcholine, a building block of the brain’s synaptic connections, helping to increase your mind’s processing power. A combination of uridine and omega-3s is as effective as prescription antidepressants in animal studies, and trials of uridine combined with omega-3s are being studied in the treatment of bipolar disorder by Harvard University.

12) EGGS
Especially raw, eggs contain a beneficial blend of omega-3 fatty acids, zinc, B vitamins, and iodide, nutrients that work together to battle fatigue and reverse bad moods. They’re a great source of zinc, which helps you to feel more alert and energized by regulating your metabolism and blood sugar levels.

Walnuts are one of the richest dietary sources of serotonin. Providing new evidence that serotonin may be directly absorbed from food into the body, a recent Spanish study found that those who ate a daily 1-ounce combo of walnuts, hazelnuts, and almonds had more of this feel-good substance than a nut-free group.

Bananas can balance hunger and mood between meal energy slumps as they help to stabilize blood sugar levels. The fruit’s high vitamin B6 content can help relieve anxiety and stress, and it’s also a great source of tryptophan -the essential amino acid the brain converts into happiness hormone serotonin.

Alliums promote healthy arteries and ensure proper blood flow to the brain. These savory vegetables relax your blood vessels, decreasing your blood pressure, which prevents small strokes in the brain, a major cause of depression and dementia later in life. But more than that, it influences the uptake of tryptophan, the precursor to the important neurotransmitter serotonin. It also enhances the release of the neurotransmitter norepinephrine.

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