Consumers’ commitment to healthy lifestyles and a varied diet has experienced rapid growth in recent decades, causing an increase in the demand of better food quality and variety. The food industry has opted for innovation and the search for new sources of food, and these trends led to the need to develop a European regulatory framework. Novel foods are under Regulation (EU) 2015/2283 (formerly Regulation (EC) No 258/97), and this concept includes all food not used in an important measure for human consumption in the EU before 15 May 1997, and which is included in any of the food categories established. Currently, there are 26 extracts authorized as novel foods or ingredients, being one of the most numerous groups. These extracts are concentrated sources of nutrients, and 23 of them can be used in food supplements. Given their heterogeneous composition and the perceptive risk assessments performed, sometimes, the authorizations are limited to certain population groups. The present work is a comprehensive review of the extracts rich in nutrients authorized as novel ingredients to be used in food supplements within the EU. A classification is proposed according to their source of origin, resulting in four main groups: extracts of plant, animal, algae, and fungal origins. A description of each extract as well as the evaluation of the potential use restriction and health benefits are also addressed.

El objetivo de esta investigación consistió en establecer las estrategias pedagógicas en el proceso de transformación de residuos sólidos con las estudiantes de quinto de la Institución Educativa Distrital Normal Superior María Auxiliadora, mediante los diversos tipos, para la conservación del medio ambiente. El diseño de la investigación se enmarca en una metodología con enfoque cualitativo de tipo investigación-acción en el proceso de transformación de residuos sólidos en las 36 participantes, para la investigación científica, creatividad y conservación del ambiente, realizando un taller para fortalecer conciencia ambiental, desde la pedagogía. Se concluye que la implementación de las estrategias pedagógicas cognitivas, metacognitivas, tecnológicas, socioafectivas y en particular la lúdica como dinamizadora para la transformación de los residuos sólidos identificados en el entorno escolar, permitió la adquisición de aprendizajes significativos que conllevaron al empoderamiento de la concientización ambiental para el cuidado de la casa común.