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Only one country-Guyana (shown in khaki green on the map)-is self-sufficient in all seven food groups. The majority of countries (3 out of 5) do not produce sufficient food domestically in at least 4 out of 7 food groups essential for a healthy, sustainable diet. This means they are vulnerable to breaks in supply caused by war, natural disasters or trade disagreements, for instance. Credit: Jonas Stehl, with data published in Nature Food 2025, DOI: 10.1038/s43016-025-01173-4

Growing emphasis on self-reliance and trade barriers could impair the ability of people to consume healthy and sustainable diets around the world. Research teams from the University of Göttingen and the University of Edinburgh investigated the extent to which 186 countries can feed their own populations solely through domestic production. The study was published in the journal Nature Food.

The researchers evaluated seven food groups that are part of the World Wildlife Fund's Livewell diet. Only 1 in 7 countries achieve self-sufficiency in five or more essential food groups-most within Europe and South America. This lack of self-sufficiency was especially true in the Caribbean, West Africa, and the Gulf states. Six countries, primarily in the Middle East, do not produce enough of a single food group for their own needs.

Notably, only Guyana achieved complete self-sufficiency in all seven food groups, while China and Vietnam nearly reach this by achieving six. Significant discrepancies exist regarding self-sufficiency in meat and dairy products. For example, while several European countries produce far in excess of their needs, domestic production in African countries is very low. The Democratic Republic of the Congo, for instance, produces only about 15% of its requirements for meat.

The analysis uncovers shortfalls in nutrient-dense plant protein worldwide: fewer than half of the countries achieve their domestic needs for legumes (for instance, beans and peas), or nuts and seeds, while only a quarter do so for vegetables.

The study additionally highlights that some countries have low production and simultaneously rely almost exclusively on a single trading partner for more than half of their imports, compounding their vulnerability. This pattern is especially pronounced in smaller countries, including island states.

Similarly, many Central American and Caribbean countries depend on the United States for the bulk of their imports of starchy staples-for instance, wheat and maize-and several European and Central Asian countries rely on a single partner for legumes, nuts and seeds.

"International food trade and cooperation is essential for healthy and sustainable diets. However, heavy reliance on imports from single countries can leave nations vulnerable," says Jonas Stehl, Ph.D. researcher at the University of Göttingen and first author of the study. "Building resilient food supply chains is imperative for ensuring public health."

More information: Jonas Stehl et al, Gap between national food production and food-based dietary guidance highlights lack of national self-sufficiency, Nature Food (2025). DOI: 10.1038/s43016-025-01173-4

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Global gaps in healthy sustainable diets highlight need for international cooperation

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Growing emphasis on self-reliance and trade barriers could impair the ability of people to consume healthy and sustainable diets around the world. Research teams from the University of Göttingen and the University of Edinburgh investigated the extent to which 186 countries can feed their own populations solely through domestic production.

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What innovations in food production have been initiated in your region? Provide a link to a news source that describes a new way to produce food.

Keep a food diary for several days where you record everything that you consume.

Describe a food choice or a group of similar food choices you made and reflect on what influenced your choice(s).

Did you note social influence, habits/associative learning, social justice,

policy/structural factors, or direct or indirect collective action?

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Padlet Tutorial for Students - How to Join and Participate

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Presentación grupal en video sobre un tema de sostenibilidad/Group Video Presentation on a Sustainability Topic

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Presentación grupal en video sobre un tema de sostenibilidad/Group Video Presentation on a Sustainability Topic

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Propósito: Mejorar sus habilidades de presentación y su conocimiento sobre cómo persuadir a otros para que adopten conductas sustentables desde una perspectiva de varios países. Reconozca que está en una posición única para influir en muchas personas. Su desafío es descubrir cuál es la mejor manera de hacerlo y comunicar realmente bien su mensaje a personas de dos países diferentes.

En esta tarea, le pedimos que se concentre en una de las áreas más importantes de sus ODS principales y en lo que sus compañeros de clase en su conjunto podrían hacer al respecto. Cree un breve video .pptx colaborativo (de aproximadamente 6 minutos de duración), o una serie de videoclips si es más fácil, para persuadir a sus compañeros de clase a hacer algo para lograr una solución a ese problema de sustentabilidad.

Problema de sostenibilidad.

Su calificación (35 puntos) consistirá en:

1. Introducción al tema (5)

2. Convencimiento del atractivo persuasivo del mensaje (5)

3. Calidad de los recursos materiales (texto, gráficos, animaciones, audio, diagramas, preguntas) (5)

4. Información sobre el tema de sostenibilidad

a. Importancia (2)

b. Factibilidad (2)

c. Precisión (2)

d. Completitud (2)

e. Consideraciones culturales (2)

5. Trabajo en grupo: cohesión, distribución equitativa del trabajo (5)

6. Comentarios sobre las presentaciones de otros dos grupos de manera sustantiva (5)

Algunos consejos para la construcción de tu video:

• Adapta tu mensaje a tu audiencia.

• Cuente una historia o ejemplos que resuenen con su audiencia.

• Haz una conexión emocional.

• Proporcionar una justificación de la importancia del tema y proporcionar estadísticas que lo respalden.

• Proporciona una llamada a la acción. Ejemplos de videos persuasivos:

Discurso persuasivo sobre los Objetivos de Desarrollo Sostenible Punto 13 Manejo del cambio climático

¡Una visión diferente de los ODS!

Cómo una iGen implementaría los Objetivos de Desarrollo Sostenible de la ONU | Avanti Sharma | TEDxHUBerlin

3 maneras de tomar acción climática | Kelly Christodoulou | TEDxEleftheriaSquare

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Purpose: To increase your presentation skills and knowledge of how to persuade others to engage in sustainability behaviors from a multiple country perspective. Recognize that you are in a unique position to influence many people. Your challenge is to figure out how best to do it and really communicate your message well to people from two different countries.

In this assignment, we are asking you to focus on one of the most important areas from your top SDGs and what your classmates as a whole might do concerning it. Create a brief collaborative .pptx video (approximately 6-min in length), or a series of video clips if it is easier, to persuade your classmates to do something to achieve a solution for that sustainability problem.

Your grade (35 points) will consist of:

1. Introduction to the topic (5)

2. Convincingness of the persuasive appeal of the message (5)

3. Quality of material resources (text, graphics, animations, audio, diagrams, questions) (5)

4. Sustainability topic information

a. Importance (2)

b. Feasibility (2)

c. Accuracy (2)

d. Completeness (2)

e. Cultural considerations (2)

5. Groupwork: cohesiveness, equitable distribution of work (5)

6. Comments on two other groups' presentations in a substantive manner (5)

Some advice for the construction of your video:

• Tailor your message to your audience.

• Tell a story or examples that will resonate with your audience.

• Make an emotional connection.

• Provide a rationale for the importance of the topic and give statistics to support it.

• Provide a call to action.

How To Write a Persuasive Speech

Examples of persuasive videos:

Persuasive speech about Sustainable development Goals Point 13 Handling the Climate Change

A different twist on the SDGs!

How an iGen would implement the UN's Sustainable Development Goals | Avanti Sharma | TEDxHUBerlin

3 ways to take climate action | Kelly Christodoulou | TEDxEleftheriaSquare

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Report on the health and economic benefits of parks.

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How to manage groupwork.

5 Tips for Dealing with Lazy Group Project Members - College Info Geek - YouTube

Manage Your Team’s Projects From Anywhere | Trello

Manage your team’s work, projects, & tasks online • Asana • Asana

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This is overall world data from Nuclear Energy - Our World in Data

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Get to Know Each Other/Ice-breaker (5 points)/Conócete/Rompehielos (5 puntos); DUE/Debido: April 1-2

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Get to Know Each Other/Ice-breaker (5 points)/Conócete/Rompehielos (5 puntos); DUE/Debido: April 1-2

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Tell us your name and three things about yourself - e.g., what family, hobbies, work, travel destinations, languages, habits, hidden talents, music genre, favorite sport, favorite food, pet(s), or other. Include a photo or video if you wish, no more than 1-minute long.

Press the + button at the top of this window and add your response.

Díganos su nombre y tres cosas sobre usted, por ejemplo, qué familia, pasatiempos, trabajo, destinos de viaje, idiomas, hábitos, talentos ocultos, género musical, deporte favorito, comida favorita, mascotas(s) u otros. Incluye una foto o video si lo deseas.

Presione el botón + en la parte superior de esta ventana y agregue su respuesta.

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After viewing this brief introduction to environmental psychology, give one way in which environmental psychology might be applied to further one of the 17 UN Sustainability Development Goals?

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Introduction to Environmental Psychology English Spanish

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Briefly describe how you could apply this approach to changing a pro-environmental behavior in your community.

Describa brevemente cómo podría aplicar este enfoque para cambiar un comportamiento proambiental en su comunidad.

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What do you think are the relevant factors contributing to people engaging in environmentally sustainable behaviors?

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Why Don’t We Engage in Pro-environmental Behaviors English-Spanish

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An analysis of the antecedents – behavior – consequences (ABCs) in a specific situation is necessary for understanding and changing behavior.  The A or antecedents in a given situation refer to specific events or stimuli that occur prior to the behavior and may control that behavior.  For example, when you see a prompt or sign above the light switch to “Please turn off lights” you are more likely to act accordingly. Brothers, Krantz, and McClannahan (1994) found that office paper was recycled more when the bin was placed in close proximity to participants in an office compared to when it was in a central location. Others in our environment can also influence our behavior. Winett et al. (1982) demonstrated that modeling and daily feedback increased residential electricity conservation.

The desired behavior in this analysis is typically monitored and graphed to increase attention to it. The individual may be taught to engage in behaviors that they previously did not (e.g., composting) or to monitor their own behavior to increase its likelihood.  Desrochers and Moster, 2017) taught students to set energy goals (e.g., turning off lights in rooms), monitor their progress, and provide positive consequences when the desired behavior occurs. The response effort can also be manipulated. Recycling bins can be placed next to the garbage bin, making it more convenient to recycle than not (Brothers et al., 1994; Ludwig et al., 1998). In some cases, an undesired behavior could be made more difficult to perform to lessen its likelihood of occurrence. Van Houten et al. (1981) experimentally demonstrated that people’s use of an elevator could be decreased by extending the time interval between their pressing the elevator button and the arrival of the elevator.

Consequences for behavior have received much research attention and so we can clearly say that providing desired items and feedback can influence behavior. Harmful or beneficial environmental behaviors may occur due to the consequences provided for them.

One last important factor is motivation which refers to temporary conditions that can alter the effectiveness of a reinforcer.  For example, if there is a period of time that the individual went without that reinforcer, that condition may increase the desirability of that consequence.  Not having a favorite fruit for a long time since the last season may increase the desirability of that fruit and increase the likelihood that someone will buy it out of season when it must be transported long distances and have a heavy CO2 cost associated with it. Other examples is the personal experience of a weather extreme event may increase the individual engaging in pro-environmental behaviors (Tang & Choi, 2022), and the dirtiness of item may impact the likelihood of someone recycling it (Donnelly et al., 2023).

References

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T

Atkinson, R., Simonds, K., Parry-Cruwys, D., Wilson, J., & MacDonald, J. (2022). An evaluation of environmental arrangement on recycling and contamination rate on a college campus. Behavior Analysis: Research and Practice. https://doi.org/10.1037/bar0000250

Brothers, K. J., Krantz, P. J., & McClannahan, L. E. (1994). Office paper recycling: A function of container proximity. Journal of Applied Behavior Analysis, 27, 153-160.

Brinton, A., Warner, L. A., & Townsend, T. G. (2023). At the Moment of Disposal: How Messaging Techniques at University Public Outdoor Waste Receptacles Can Improve the Solid Waste Stream. International Journal of Sustainability in Higher Education, 24(5), 1024–1038. https://doi.org/10.1108/IJSHE-03-2022-0069

Christie, B., & Waller, V. (2019). Community learnings through residential composting in apartment buildings. The Journal of Environmental Education, 50(2), 97–112. https://doi.org/10.1080/00958964.2018.1509289

Desrochers, M.N., & Mosher, H. (2017). Experimental evaluation of an informational and behavior change program to increase undergraduate students’ energy conservation. Behavioral Interventions, 32, 1-9. DOI: 10.1002/bin.1482

Donnelly, G. E., Blanco, C., Spanbauer, C., & Stienecker, S. L. (2023). The Effects of Item Dirtiness on Disposal Decisions. Journal of the Association for Consumer Research, 8(3), 339–350. https://doi.org/10.1086/724998

Donnelly, G. E., Blanco, C., Spanbauer, C., & Stienecker, S. L. (2023). The Effects of Item Dirtiness on Disposal Decisions. Journal of the Association for Consumer Research, 8(3), 339–350. https://doi.org/10.1086/724998

Donnelly, Grant E., Cait Lamberton, Rebecca Walker Reczek, and Michael I. Norton (2016), “Social Recycling Transforms Unwanted Goods into Happiness,” Journal of the Association for Consumer Research, 2 (1), 48–63.

Edgerton, E., McKechnie, J., & Dunleavy, K. (2009). Behavioral Determinants of Household Participation in a Home Composting Scheme. Environment and Behavior, 41(2), 151–169. https://doi.org/10.1177/0013916507311900

Levitt, L., & Leventhal, G. (1986). Litter Reduction: How Effective is the New York State Bottle Bill? Environment and Behavior, 18(4), 467–479. https://doi.org/10.1177/0013916586184003

Ludwig, T. D., Gray, T. W., & Rowell, A. (1998). Increasing Recycling in Academic Buildings: A Systematic Replication. Journal of Applied Behavior Analysis, 31(4), 683–686. https://doi.org/10.1901/jaba.1998.31-683

Luo, Y., Zelenika, I., & Zhao, J. (2019). Providing immediate feedback improves recycling and composting accuracy. Journal of Environmental Management, 232, 445–454. https://doi.org/10.1016/j.jenvman.2018.11.061

Porter, B. E., Leeming, F. C., & Dwyer, W. O. (1995). Solid waste recovery: A review of behavioral programs to increase recycling. Environment and Behavior, 27(2), 122–152. https://doi.org/10.1177/0013916595272002

Sussman, R., & Gifford, R. (2013). Be the change you want to see: Modeling food composting in public places. Environment and Behavior, 45(3), 323–343. https://doi.org/10.1177/0013916511431274

Szczucinski, D., Gelino, B. W., Cintron, C. J., Becirevic, A., & Reed, D. D. (2020). Increasing Appropriate Composting in High-Traffic University Settings. Behavior Analysis in Practice, 13(1), 22–28. https://doi.org/10.1007/s40617-019-00358-1

Tang, Y.-T., & Chooi, W.-T. (2022). From concern to action: The role of psychological distance in attitude towards environmental issues. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues. https://doi.org/10.1007/s12144-022-03774-9

Van Houten, R., Nau, P. A., & Merrigan, M. (1981). Reducing elevator energy use: A comparison of posted feedback and reduced elevator convenience. Journal of Applied Behavior Analysis, 14(4), 377–387. https://doi.org/10.1901/jaba.1981.14-377

Winett, R. A., Hatcher, J. W., Fort, T. R., Leckliter, I. N., Love, S. Q., Riley, A. W., & Fishback, J. F. (1982). The effects of videotape modeling and daily feedback on residential electricity conservation, home temperature and humidity, perceived comfort, and clothing worn: Winter and summer. Journal of Applied Behavior Analysis, 15, 381-402.

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Es necesario un análisis de los antecedentes – comportamiento – consecuencias (ABC) en una situación específica para comprender y cambiar el comportamiento.  La A o los antecedentes en una situación dada se refieren a eventos o estímulos específicos que ocurren antes de la conducta y pueden controlar esa conducta.  Por ejemplo, cuando vea un mensaje o un letrero sobre el interruptor de luz que diga "Por favor, apague las luces", es más probable que actúe en consecuencia. Los hermanos, Krantz y McClannahan (1994) encontraron que el papel de oficina se reciclaba más cuando el contenedor se colocaba muy cerca de los participantes en una oficina en comparación con cuando estaba en una ubicación central. Otras personas de nuestro entorno también pueden influir en nuestro comportamiento. Winett et al. (1982) demostraron que el modelado y la retroalimentación diaria aumentaban la conservación de la electricidad residencial.

Por lo general, el comportamiento deseado en este análisis se monitorea y grafica para aumentar la atención hacia él. Se puede enseñar al individuo a participar en comportamientos que antes no realizaba (por ejemplo, el compostaje) o a controlar su propio comportamiento para aumentar su probabilidad.  Desrochers y Moster, 2017) enseñaron a los estudiantes a establecer metas energéticas (por ejemplo, apagar las luces de las habitaciones), monitorear su progreso y proporcionar consecuencias positivas cuando ocurre el comportamiento deseado. El esfuerzo de respuesta también puede ser manipulado. Los contenedores de reciclaje se pueden colocar junto al contenedor de basura, lo que hace que sea más conveniente reciclar que no (Brothers et al., 1994; Ludwig et al., 1998). En algunos casos, un comportamiento no deseado podría ser más difícil de realizar para disminuir la probabilidad de que ocurra. Van Houten et al. (1981) demostraron experimentalmente que el uso de un ascensor por parte de las personas podía reducirse extendiendo el intervalo de tiempo entre que presionaban el botón del ascensor y la llegada del ascensor.

Las consecuencias para el comportamiento han recibido mucha atención en la investigación, por lo que podemos decir claramente que proporcionar los elementos deseados y la retroalimentación puede influir en el comportamiento. Pueden ocurrir comportamientos ambientales dañinos o beneficiosos debido a las consecuencias previstas para ellos.
Un último factor importante es la motivación, que se refiere a las condiciones temporales que pueden alterar la efectividad de un reforzador.  Por ejemplo, si hay un período de tiempo en el que el individuo pasó sin ese reforzador, esa condición puede aumentar la conveniencia de esa consecuencia.  No tener una fruta favorita durante mucho tiempo desde la última temporada puede aumentar la conveniencia de esa fruta y aumentar la probabilidad de que alguien la compre fuera de temporada cuando debe transportarse largas distancias y tiene un alto costo de CO2 asociado. Otros ejemplos son la experiencia personal de un evento climático extremo puede aumentar la participación individual en comportamientos proambientales (Tang y Choi, 2022), y la suciedad del artículo puede afectar la probabilidad de que alguien lo recicle (Donnelly et al., 2023).

Referencias
Atkinson, R., Simonds, K., Parry-Cruwys, D., Wilson, J., & MacDonald, J. (2022). Una evaluación de la disposición ambiental sobre el reciclaje y la tasa de contaminación en un campus universitario. Análisis de la Conducta: Investigación y Práctica. https://doi.org/10.1037/bar0000250
Hermanos, K. J., Krantz, P. J., & McClannahan, L. E. (1994). Reciclaje de papel de oficina: una función de la proximidad del contenedor. Revista de Análisis Conductual Aplicado, 27, 153-160.
Brinton, A., Warner, L. A., & Townsend, T. G. (2023). En el momento de la eliminación: cómo las técnicas de mensajería en los contenedores de residuos públicos al aire libre de la universidad pueden mejorar el flujo de residuos sólidos. Revista Internacional de Sostenibilidad en la Educación Superior, 24(5), 1024–1038. https://doi.org/10.1108/IJSHE-03-2022-0069
Christie, B., & Waller, V. (2019). Aprendizajes comunitarios a través del compostaje residencial en edificios de apartamentos. Revista de Educación Ambiental, 50(2), 97–112. https://doi.org/10.1080/00958964.2018.1509289
Desrochers, M.N., & Mosher, H. (2017). Evaluación experimental de un programa informativo y de cambio de comportamiento para aumentar la conservación de energía de los estudiantes de pregrado. Intervenciones Conductuales, 32, 1-9. DOI: 10.1002/bin.1482
Donnelly, G. E., Blanco, C., Spanbauer, C., & Stienecker, S. L. (2023). Los efectos de la suciedad de los artículos en las decisiones de eliminación. Revista de la Asociación para la Investigación del Consumidor, 8(3), 339–350. https://doi.org/10.1086/724998
Donnelly, G. E., Blanco, C., Spanbauer, C., & Stienecker, S. L. (2023). Los efectos de la suciedad de los artículos en las decisiones de eliminación. Revista de la Asociación para la Investigación del Consumidor, 8(3), 339–350. https://doi.org/10.1086/724998

Donnelly, Grant E., Cait Lamberton, Rebecca Walker Reczek y Michael I. Norton (2016), "El reciclaje social transforma los bienes no deseados en felicidad", Revista de la Asociación para la Investigación del Consumidor, 2 (1), 48–63.
Edgerton, E., McKechnie, J., & Dunleavy, K. (2009). Determinantes conductuales de la participación del hogar en un plan de compostaje doméstico. Medio Ambiente y Comportamiento, 41(2), 151–169. https://doi.org/10.1177/0013916507311900
Levitt, L., & Leventhal, G. (1986). Reducción de basura: ¿Qué tan efectiva es la Ley de Botellas del Estado de Nueva York? Medio Ambiente y Comportamiento, 18(4), 467–479. https://doi.org/10.1177/0013916586184003
Ludwig, T. D., Gray, T. W., & Rowell, A. (1998). Aumento del reciclaje en edificios académicos: una réplica sistemática. Revista de Análisis Conductual Aplicado, 31(4), 683–686. https://doi.org/10.1901/jaba.1998.31-683
Luo, Y., Zelenika, I., & Zhao, J. (2019). Proporcionar retroalimentación inmediata mejora la precisión del reciclaje y el compostaje. Revista de Gestión Ambiental, 232, 445–454. https://doi.org/10.1016/j.jenvman.2018.11.061
Porter, B. E., Leeming, F. C., & Dwyer, W. O. (1995). Recuperación de residuos sólidos: Una revisión de los programas de comportamiento para aumentar el reciclaje. Entorno y comportamiento, 27(2), 122–152. https://doi.org/10.1177/0013916595272002
Sussman, R., & Gifford, R. (2013). Sé el cambio que quieres ver: Modelar el compostaje de alimentos en lugares públicos. Medio Ambiente y Comportamiento, 45(3), 323–343. https://doi.org/10.1177/0013916511431274

Szczucinski, D., Gelino, B. W., Cintron, C. J., Becirevic, A., & Reed, D. D. (2020). Aumentar el compostaje adecuado en entornos universitarios de alto tráfico. Análisis del comportamiento en la práctica, 13(1), 22–28. https://doi.org/10.1007/s40617-019-00358-1
Tang, Y.-T., & Chooi, W.-T. (2022). De la preocupación a la acción: El papel de la distancia psicológica en la actitud hacia los problemas ambientales. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues (Psicología actual: una revista para diversas perspectivas sobre diversos temas psicológicos). https://doi.org/10.1007/s12144-022-03774-9
Van Houten, R., Nau, P. A., & Merrigan, M. (1981). Reducción del uso de energía en el ascensor: una comparación de los comentarios publicados y la menor comodidad del ascensor. Revista de Análisis Conductual Aplicado, 14(4), 377–387. https://doi.org/10.1901/jaba.1981.14-377
Winett, R. A., Hatcher, J. W., Fort, T. R., Leckliter, I. N., Love, S. Q., Riley, A. W., & Fishback, J. F. (1982). Los efectos del modelado en cinta de video y la retroalimentación diaria sobre la conservación de la electricidad residencial, la temperatura y la humedad del hogar, la comodidad percibida y la ropa usada: invierno y verano. Revista de Análisis Conductual Aplicado, 15, 381-402.

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Escribe un contrato de comportamiento para un comportamiento personal pro-ambiental que debes aumentar y agregarlo en una publicación.

Write a behavior contract for a personal pro-environmental behavior that you should increase and add it in a post.

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Intersecciones entre la Psicología y los ODS

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The Cultural Iceberg

It is important for us to engage in open communication and active listening (paraphrasing what others say) to facilitate a successful online intercultural experience. It is easy to misunderstand and come to false conclusions.

Our perception of another's culture can also be misleading (e.g., perpetuating cultural stereotypes and biases) as eloquently described in this video: Chimamanda Ngozi Adichie: The danger of a single story | TED

Strive to be positive and supportive in your interactions with others and not to make assumptions.

1. Describe three things important to your own culture.

2. What is one way your culture is similar to our partner's culture? What is one difference between your own and our partner's culture?

Photos or videos are welcome.

El iceberg cultural

Es importante que participemos en una comunicación abierta y en la escucha activa (parafraseando lo que dicen los demás) para facilitar una experiencia intercultural en línea exitosa. Es fácil malinterpretar y llegar a conclusiones falsas.

Nuestra percepción de la cultura de otra persona también puede ser engañosa (por ejemplo, perpetuar estereotipos y prejuicios culturales), como se describe elocuentemente en este video: Chimamanda Ngozi Adichie: El peligro de una sola historia | TED

Esfuérzate por ser positivo y solidario en tus interacciones con los demás y no hacer suposiciones.

Esfuérzate por ser positivo y solidario en tus interacciones con los demás y no hacer suposiciones.

Describe tres cosas importantes para tu propia cultura.

¿Cuál es una de las formas en que su cultura es similar a la cultura de nuestro socio? ¿Cuál es la diferencia entre su propia cultura y la de nuestro socio?

Las fotos o videos son bienvenidos.

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Bureau of Educational and Cultural Affairs

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Los 17 Objetivos de Desarrollo Sostenible de las Naciones Unidas/The United Nations 17 Sustainable Development Goals

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Los 17 Objetivos de Desarrollo Sostenible de las Naciones Unidas/The United Nations 17 Sustainable Development Goals

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Revisa los 17 objetivos: Actuar por los Objetivos de Desarrollo Sostenible - Naciones Unidas Desarrollo Sostenible

Review the 17 goals: Take Action for the Sustainable Development Goals - United Nations Sustainable Development

Sustainable Development Goals explained with 3 useful tips | Environment SDG Sustainability

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Overview of the U.N. 17 Sustainable Development Goals

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Overview of the U.N. 17 Sustainable Development Goals

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UN Sustainable Development Goals - Overview

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UN Sustainable Development Goals - Overview

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There is the potential for the SDGs to usher in a paradigm shift and create new norms in how we interact with others in our global environment.

Are the SDGs having their intended impact? Are there some of the 17 goals that are having more progress than others in different countries or globally?

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Systems thinking as a paradigm shift for sustainability transformation

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A review of some of the research on parks and health benefit.

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The Power of Parks to Promote Health - Trust for Public Land

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Systems thinking as a paradigm shift for sustainability transformation Spanish

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Venezuela & United States: Energy Country Profile

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Venezuela: Many of us want an overview of how much energy our country consumes, where it comes from, and if we’re making progress on decarbonizing our energy mix. This page provides the data for your chosen country across all of the key metrics on this topic.

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Where Does My Water Come From?

Iin the USA, investigate the source of your drinking water using the EPA’s Drinking Water Mapping

Application to Protect Source Waters (DWMAPS) ( https://geopub.epa.gov/DWWidgetApp/ ) or

with the EPA’s How’s My Waterway website (https://mywaterway.epa.gov/drinking-water).

Further information is also available from the Source Water Collaborative

( https://sourcewatercollaborative.org/assess-protect-drinking-water-sources/map-my-drinking-w

ater/ ).

Find the source of their drinking water, but also explore what potential sources of contaminants may threaten local drinking water and to see the level of

impairment of local lakes, rivers, and streams.

Discussion questions:

● Did you already know the source of your drinking water? Had you thought about this

before? Why or why not?

● How does knowledge of the source of your water change your attitude toward it?

● Were you surprised by what you learned about the bodies of water near you?

● Do you currently drink tap water? Do you filter your tap water? Will you change your

drinking water habits after this activity?

● What actions could you take to help protect your drinking water? What actions could you

take to reduce the contamination of nearby surface water (lakes, rivers, streams)?

There are upstream vs. downstream value of actions people can take such as drinking bottled water, using

water filtration systems, doing research, fighting for policy change, etc. What action would have the biggest impact?

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Americans enjoy a diverse abundance of low-cost food, spending a mere 11.2% of disposable income on food.1 However, store prices do not reflect the external costs—economic, social, and environmental—that impact the sustainability of the food system. Considering the full life cycle of the U.S. food system illuminates the connection between consumption behaviors and production practices.

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Hipótesis de la biofilia                                           Biophilia Hypothesis 

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Hipótesis de la biofilia                                           Biophilia Hypothesis 

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Biophilia | Psychology Today

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Asociación entre los espacios verdes/azules y la salud mental en 18 países./Association between green/blue space and mental health across 18 countries.

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Asociación entre los espacios verdes/azules y la salud mental en 18 países./Association between green/blue space and mental health across 18 countries.

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What kind of research study is this? What are the limitations of this type of research method?

¿Qué tipo de estudio de investigación es este? ¿Cuáles son las limitaciones de este tipo de método de investigación?

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Associations between green/blue spaces and mental health across 18 countries - Scientific Reports

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Scientific Reports - Associations between green/blue spaces and mental health across 18 countries

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Examples of Compelling Stories for a Sustainable Future

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Examples of Compelling Stories for a Sustainable Future

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Living the Change: Inspiring Stories for a Sustainable Future (Free Full Documentary)

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Are we beyond reversing vital Earth systems?

Do we have time to make a difference?

What changes need to be made now?

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Has Earth Already Crossed MAJOR Tipping Points? | Full Episode | Weathered: Earth’s Extremes

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Click on the country tab to view how the United States and Venezuela are doing on the SDG indicators.

Sachs, J.D., Lafortune, G., Fuller, G. (2024). The SDGs and the UN Summit of the Future. Sustainable Development Report 2024. Paris: SDSN, Dublin: Dublin University Press. 10.25546/108572

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The Sustainable Development Report 2021 tracks the performance of all 193 UN Member States on the 17 Sustainable Development Goals.

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Enmarcando mensajes verdes                           Framing Green Messages       

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Enmarcando mensajes verdes                           Framing Green Messages       

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Elaboration Likelihood Model of Persuasion

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Elaboration Likelihood Model of Persuasion

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Elaboration Likelihood Model of Persuasion

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Key Takeaways The elaboration likelihood model, first devised by Richard E. Petty and John T. Cacioppo, is a general theory of persuasion that attempts to explain how people process stimuli differently — and how these

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Ejemplo de un mensaje evocador/Example of an evocative message

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Ejemplo de un mensaje evocador/Example of an evocative message

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Here's a video about the United States.

U.S. students please respond:

Does this video describe the United States well? What would you add, delete, or qualify to improve it?

Aquí hay un video sobre los Estados Unidos.

Los estudiantes de EE. UU. por favor respondan:

¿Este video describe bien a los Estados Unidos? ¿Qué agregarías, eliminarías o calificarías para mejorarlo?

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Hello! I support COIL courses here at Brockport. You can email me, or chat online with me, or meet with me individually online or in the library. You can find all my information here:

https://library.brockport.edu/prf.php?account_id=5754

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Drake Memorial Library Instruction Videos

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How is sea temperature affecting your country?

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Sea Temperature from Global Sea Temperatures

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How to change your default language - Padlet Knowledge Base & Support

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How to Use Padlet for Students: The Basics

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SABER Y SER: REVISTA VIRTUAL DE JESÚS ORDOÑEZ

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Find out the air quality index where you live and where your partner lives.

Descubra el índice de calidad del aire donde usted vive y donde vive su pareja.

What are associated health factors?

¿Cuáles son los factores de salud asociados?

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Usage Notice: All the Air Quality data are unvalidated at the time of publication, and due to quality assurance these data may be amended, without notice, at any time. The World Air Quality Index project has exercised all reasonable skill and care in compiling the contents of this information and under no circumstances will the World Air Quality Index project team or its agents be liable in contract, tort or otherwise for any loss, injury or damage arising directly or indirectly from the supply of this data.

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Air Pollution in World: Real-time Air Quality Index Visual Map

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Usage Notice: All the Air Quality data are unvalidated at the time of publication, and due to quality assurance these data may be amended, without notice, at any time.

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Use this library research guide to research country and culture information.

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Research Guides: Country and Culture Information: Background Information

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Research Guides: Country and Culture Information: Background Information

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Try these sources to find relevant sustainability statistics.

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Data.gov This link opens in a new window

Primary source for datasets generated and held by the U.S. government. Includes raw datasets, their descriptions, information on access, and a catalog of sites with tools for data mining and extraction. Relevant sustainability topics include agriculture, climate, ecosystems, energy, ocean, science & research, and more.

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Research Guides: Sustainability: Data Sources

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Research Guides: Sustainability: Data Sources

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View in Slideshow          Ver en presentación de diapositivas

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View in Slideshow          Ver en presentación de diapositivas

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You may want to view the Padlet in slideshow mode. This option enlarges the content and presents it in a sequential format, which you may find easier to navigate. To access slideshow view, click the three-dot menu in the top right corner of the Padlet and select "Slideshow."

Es posible que desee ver el Padlet en modo de presentación de diapositivas. Esta opción amplía el contenido y lo presenta en un formato secuencial, que puede resultarle más fácil de navegar. Para acceder a la vista de presentación de diapositivas, haga clic en el menú de tres puntos en la esquina superior derecha del Padlet y seleccione "Presentación de diapositivas".

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Lots of great information at this website about impact climate change and other environmental hazards to health.

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Environment & Health | Physicians for Social Responsibility

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Environment & Health Sign up for alerts Climate Ambassador Program Do you have a passion for PSR’s mission to protect present and future generations from catastrophic climate change? If so, then you may be interested in becoming a PSR Climate Ambassador. Long Term Goals PSR’s Environment and Health Program amplifies the voices of health professionals and

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Messages to Increase Recycling               Mensajes para aumentar el reciclaje   

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Messages to Increase Recycling               Mensajes para aumentar el reciclaje   

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You may want to use communication tools for your groupwork that includes:

https://www.whatsapp.com/

Facetime

You will need to use

https://google.translate.com to translate your communications into Spanish.

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Click above for some examples of infographics for you to draw upon to create your infographic.

Haga clic arriba para ver algunos ejemplos de infografías que puede utilizar para crear la suya.

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ASEANstats Official Web Portal | ASEAN Secretariat Statistics Division Official Web Portal

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Infographics on SDG | ASEANstats Official Web Portal

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ASEAN Secretariat Statistics Division Official Web Portal

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Infographic Submission and Group Comments

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Infographic Submission and Group Comments

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Instructions: See email for cluster/group. Submit to your instructor in your course learning management system.

Instrucciones: Consulte el correo electrónico para conocer el grupo. Envíe la solicitud a su instructor en el sistema de gestión de aprendizaje de su curso.

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You can choose their own preferred method of communication (WhatsApp, email, Facetime, etc.).

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Water quality, particularly the quality of drinking water, is arguably the most essential requirement for the survival of not only mankind, but all terrestrial life on Earth. Despite its importance, water quality is not guaranteed and varies considerably throughout the world’s countries, influenced by natural and man-made factors.

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Tap water study detects PFAS ‘forever chemicals’ across the US

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At least 45% of the nation’s tap water is estimated to have one or more types of the chemicals known as per- and polyfluorinated alkyl substances, or PFAS, according to a new study by the U.S. Geological Survey. There are more than 12,000 types of PFAS, not all of which can be detected with current tests; the USGS study tested for the presence of 32 types.

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Calculate your water footprint.

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Global water usage is driven by industrial and agricultural water use. Industrial use is driven by how much freshwater is used to produce consumer goods.

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PechaKucha Presentation Instructions - Spanish

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Groups 1- 5: https://padlet.com/mdesroch/breakout-room/Vnr04VQJJAaBvBdW-QlgRvwNEDZygXK9q

Groups 6-10: https://padlet.com/mdesroch/breakout-room/Vnr04VQJJAaBvBdW-QlgRvwNEDZygXK9q

Groups 11-15: https://padlet.com/mdesroch/breakout-room/GyPQvXlJJ8xYv3OL-QlgRvwNEDZygXK9q

Groups 16-20: https://padlet.com/mdesroch/breakout-room/nyGDv0NBNo3K2ako-QlgRvwNEDZygXK9q

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Welcome written on a notepad with glasses and marker.

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Welcome to our COIL (Collaborative Online International Learning) project between SUNY Brockport, New York, USA and Andrés Bello Catholic University, Caracas, Venezuela. 

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Welcome to our COIL (Collaborative Online International Learning) project between SUNY Brockport, New York, USA and Andrés Bello Catholic University, Caracas, Venezuela. 

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Bienvenidos a nuestro proyecto COIL (Collaborative Online International Learning) entre SUNY Brockport, Nueva York, EE.UU. y la Universidad Católica Andrés Bello, Caracas, Venezuela.

Greetings! Hola!

We are excited to share this 5-week course module with you! We will facilitate your learning about another country and culture and collaboration on a sustainability-related group project!

In this module, you will:

1. participate in an icebreaker

2. learn about another culture and country.

3. interact and engage in discussion with students from another country

4. design and implement a group project to address a sustainability problem

5. present and share the project in video and infographic formats with classmates

6. reflect on the process and outcomes

All the best of success on your virtual journey to a distant land to learn how sustainability is everyone's problem and how we must work together to solve it!

Best regards,

Dr. Beatriz Soledad from the Ecology, Environment and Sustainability chair at UCAB, Caracas, Venezuela

Dr. Marcie Desrochers from the Department of Psychology, Philosophy, and Neuroscience at SUNY Brockport, New York, USA

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This module is a wonderful opportunity to get to know people from another country and learn about their country and its culture!

There is a structured and supportive group called Collaborative Online International Learning or COIL that provides training and facilitates collaboration with instructors from around the world call COIL. Watch this video to find out more about COIL and why should you participate

COIL - Collaborative Online International Learning

Here are a few reminders about how to maintain good interpersonal interactions:

1. Communication is key between you and your partners. This can be achieved using WhatsApp, email, or other applications that you and your groupmates have access to. You can use Google Translate to convert to Spanish/English or English/Spanish.

Use reflective listening to ensure accurate understanding by paraphrasing what you heard the other person communicated. For more see Active Listening: Techniques, Benefits, Examples

2. Abide by the "Golden Rule" and treat others the way you would like to be treated. Be respectful, honest, and trusting in your interactions. Be courteous and be prompt, helpful, and keep your commitments.

3. Be empathetic or put yourself in another shoes. There may be much more below the surface that you do not know about.

Boy puts himself in someone else's shoes! inspirational!

Putting Yourself in Someone Else's Shoes

o Only share contact details if you are comfortable in doing so.

o Use professional and respectful communication.

o Be aware of time zones and cultural differences.

o Avoid sharing personal information beyond what’s necessary.

¡Este módulo es una oportunidad maravillosa para conocer a personas de otro país y aprender sobre su país y su cultura!

Existe un grupo estructurado y de apoyo llamado Collaborative Online International Learning o COIL que proporciona formación y facilita la colaboración con instructores de todo el mundo llamado COIL. Mira este video para obtener más información sobre COIL y por qué deberías participar

COIL - Aprendizaje Internacional Colaborativo en Línea

Aquí hay algunos recordatorios sobre cómo mantener buenas interacciones interpersonales:

La comunicación es clave entre usted y sus socios. Esto se puede lograr usando WhatsApp, correo electrónico u otras aplicaciones a las que usted y sus compañeros de grupo tengan acceso. Puedes usar Google Translate para convertir a español/inglés o inglés/español.

Utilice la escucha reflexiva para garantizar una comprensión precisa parafraseando lo que escuchó que la otra persona comunicó. Para obtener más información, consulte Escucha activa: técnicas, beneficios, ejemplos

Cumpla con la "Regla de Oro" y trate a los demás de la manera en que le gustaría que lo trataran a usted. Sé respetuoso, honesto y confiado en tus interacciones. Sé cortés y sé puntual, servicial y cumple tus compromisos.

Sé empático o ponte en otros zapatos. Puede haber mucho más debajo de la superficie que no conoces.

¡Chico se pone en los zapatos de otra persona! ¡inspiracional!

Ponerse en el lugar de otra persona

o Comparta sus datos de contacto únicamente si se siente cómodo haciéndolo.

o Utilizar una comunicación profesional y respetuosa.

o Tenga en cuenta las zonas horarias y las diferencias culturales.

o Evite compartir información personal más allá de lo necesario.

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Goals:

The main objective of COIL is to bring together students of different cultures, nationalities and academic profiles, where they collaborate closely through elements that promote skill development and meaningful learning in an intercultural online environment, such as:

1. Facilitate the understanding and appreciation of cultural differences and similarities between the US and Venezuela.

2. Learn about the United Nations Sustainable Development Goals that are directly related to sustainability and psychology

3. Promote creativity and initiative to find solutions to problems that affect Sustainability and psychology.

4. Learn how sustainability problems are both local and global.

5. Develop intercultural communication skills by partnering with an international student.

6. Acquire digital communication skills.

7. Connect with students from another country and form new friendships.

8. Develop cultural sensitivity to better understand people from another culture and develop skills to achieve cultural competence.

Tell me and I will forget. Show me and I may remember. Involve me and I will understand." - Native American Proverb

*************************

Objetivos del proyecto:

El objetivo principal de COIL es reunir a estudiantes de diferentes culturas, nacionalidades y perfiles académicos, donde colaboren estrechamente a través de elementos que promuevan el desarrollo de habilidades y el aprendizaje significativo en un entorno intercultural en línea, tales como:

1. Facilitar la comprensión y valoración de las diferencias culturales entre EE. UU. y Venezuela.

2. Conocer los Objetivos de Desarrollo Sostenible de las Naciones Unidas que están directamente relacionados con la sostenibilidad y la psicología

3. Promover la creatividad y la iniciativa para encontrar soluciones a los problemas que afectan a la Sostenibilidad y la psicología.

4. Aprender cómo los problemas de sostenibilidad son tanto locales como globales.

5. Desarrollar habilidades de comunicación intercultural al asociarse con un estudiante internacional.

6. Adquirir habilidades de comunicación digital.

7. Conectarse con estudiantes de otro país y formar nuevas amistades.

8. Desarrollar la sensibilidad cultural para comprender mejor a las personas de otra cultura y desarrollar habilidades para lograr la competencia cultural.

Dímelo y lo olvidaré. Muéstrame y tal vez me acuerde. Involúcrate en mí y lo entenderé".

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Infographic Assignment Description; 20%; Due:  April 11

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Infographic Assignment Description; 20%; Due:  April 11

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¿Cómo va tu aprendizaje y tu competencia cultural? Fecha de entrega: 28 de abril, 1 punto/How is your learning and cultural competence going? Due April 28, 1 point

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¿Cómo va tu aprendizaje y tu competencia cultural? Fecha de entrega: 28 de abril, 1 punto/How is your learning and cultural competence going? Due April 28, 1 point

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A estas alturas del curso, has estado expuesto a bastante.

Sostenibilidad y ODS

Explicaciones de comportamientos no sostenibles y estrategias para promover comportamientos pro-ambientales

aspectos culturales, nuestros socios y su país

Reflexiona sobre lo que has aprendido. ¿Hubo ciertas cosas que te sorprendieron? ¿Hay cosas sobre las que quieres saber más?

Envíe su respuesta a su instructor en el sistema de aprendizaje de su curso.

Fecha de entrega: 28 de abril, 1 punto

********************************************************

At this point in the course, you have been exposed to quite a bit.

Sustainability & SDGs

Explanations of non-sustainable behaviors and strategies to promote pro-environmental behaviors

cultural aspects, our partners, and their country

Reflect on what you have learned. Were there certain things that surprised you? Are there things that you want to know more about?

Submit your response to your instructor in your course learning system.

Due April 28, 1 point

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Reflection #1  (1 point)   Due: April 7                                     Reflexión #1 (1 punto) Fecha de entrega: 7 de abril 

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Reflection #1  (1 point)   Due: April 7                                     Reflexión #1 (1 punto) Fecha de entrega: 7 de abril 

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Reflexiona sobre lo siguiente:

¿Qué valores, creencias, perspectivas y normas he aprendido de mi cultura?

¿Qué expectativas o normas culturales influyen en mis comportamientos y relaciones?

¿Qué estereotipos o prejuicios podría tener sobre mi propio grupo cultural o sobre otros?

Envía tu reflexión a tu profesor en el sistema de gestión del aprendizaje de tu curso.

**************************************************

Reflect on the following:

What values, beliefs, perspectives, and norms have I learned from my culture?

What cultural expectations or rules shape my behaviors and relationships?

What stereotypes or prejudices might I hold about my own or other cultural groups?

Submit your reflection to your instructor in your course learning management system.

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Basándose en su colaboración durante esta experiencia COIL, escriba una reflexión sobre:

A. ¿Qué?

B. ¿Y entonces qué?

C. ¿Y ahora qué?

Envíe su reflexión al sistema de gestión de aprendizaje del curso de su instructor.

***************************************

Based on your collaboration during this COIL experience, write a reflection concerning:

A. What?

B. So what?

C. Now what?

For more see Write Online: Reflective Writing Writing Guide - Introduction

*******************************************

Submit your reflection to your instructor's course learning management system.

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 The Theory of Planned Behavior predicts behavior based on behavioral intention as a function of (1) perceived behavioral control or whether the individual can perform the pro-environmental behavior (2) attitudes toward the behavior and, (3) social pressure (subjective norms) resulting from descriptive or personal norms, or both (Ajzen, 1991). Personal norms are the individual’s feelings of guilt or personal responsibility to engage in a certain behavior (Schwartz, 1944; Scott et al., 2021).

La Teoría de la Conducta Planificada predice la conducta basada en la intención conductual en función de (1) el control conductual percibido o si el individuo puede realizar la conducta pro-ambiental, (2) las actitudes hacia la conducta y (3) la presión social (normas subjetivas) resultante de normas descriptivas o personales, o ambas (Ajzen, 1991). Las normas personales son los sentimientos de culpa o responsabilidad personal del individuo de participar en un determinado comportamiento (Schwartz, 1944; Scott et al., 2021).

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Scott, B.A., Amel, E.L., Manning, C.M., & Koger, S.M. (2021). Psychology for Sustainability (5th ed.). Routledge. https://doi.org/10.4324/9781003037835

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Scott et al. 2021 Ch11 When the Going Gets Tough, the Tough Get ...Together

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Scott et al. 2021 Ch 12 Getting Psychology for Sustainability

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An American River:  Deleware River; Status and Rehab

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An American River:  Deleware River; Status and Rehab

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An American River: What are communities across the country doing to save our rivers?

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Nationwide, more than 60% of the water we use comes from rivers, streams and lakes. These waterways are continually under threat from pollution, development and climate change. CBS News’ environmental correspondent David Schechter spent one week traveling down the Delaware River from upstate New York to the Bay by kayak, canoe, car and foot.

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Research Guides: Citing Your Sources: Choosing a Style

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Research Guides: Citing Your Sources: Choosing a Style

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“A sustainable world means working together to create prosperity for all.” -- Jacqueline Novogratz

For the projects in this module, we have a shared purpose to plan to make the world a better place by creating economic, social, and environmental balance to promote a better future for our children and their children and so on as well as for all creatures and life on Earth.

Dr. Solidad and I structured this assignment as groupwork because there are many skills that you can learn if you don’t already engage in them, some of which include:

Groups tend to come up with better ideas than just one person (Desrochers et al., 2007).

More complex problems with more effort can be tackled by groups with diverse knowledge and skills than individually (Hüffmeier et al., 2022).

Communication, negotiation, listening, conflict resolution, leadership and time management skills are fostered in groupwork and these soft skills are valued by employers (Dissanayeke et al., 2024; DLS, 2025).

You learn active listening, respect for divergent opinions, cultural competence, leadership, empathy in groups (Vermette & Kline 2017).

Collaborative learning sharpens your critical thinking, problem solving, and project management skills (Ez-Zaouia & Carrillo, 2024).

Please work together in your group with give and take and facilitate your partners’ learning and success.  Leave no student behind. If you need assistance, contact your instructor for ideas on how to make this work.

"Un mundo sostenible significa trabajar juntos para crear prosperidad para todos". -- Jacqueline Novogratz
Para los proyectos de este módulo, tenemos el propósito compartido de planificar para hacer del mundo un lugar mejor mediante la creación de un equilibrio económico, social y ambiental para promover un futuro mejor para nuestros hijos y sus hijos, así como para todas las criaturas y la vida en la Tierra.
La Dra. Solidad y yo estructuramos esta tarea como un trabajo grupal porque hay muchas habilidades que puedes aprender si aún no las practicas, algunas de las cuales incluyen:
Los grupos tienden a generar mejores ideas que una sola persona (Desrochers et al., 2007).
Los problemas más complejos con más esfuerzo pueden ser abordados por grupos con diversos conocimientos y habilidades que individualmente (Hüffmeier et al., 2022).
Las habilidades de comunicación, negociación, escucha, resolución de conflictos, liderazgo y gestión del tiempo se fomentan en el trabajo en grupo y estas habilidades blandas son valoradas por los empleadores (Dissanayeke et al., 2024; DLS, 2025).

Aprendes la escucha activa, el respeto por las opiniones divergentes, la competencia cultural, el liderazgo, la empatía en los grupos (Vermette y Kline 2017). El aprendizaje colaborativo agudiza el pensamiento crítico, la resolución de problemas y las habilidades de gestión de proyectos (Ez-Zaouia y Carrillo, 2024). Por favor, trabajen juntos en su grupo con dar y recibir y faciliten el aprendizaje y el éxito de sus socios. No dejes a ningún estudiante atrás. Si necesitas ayuda, comunícate con tu instructor para obtener ideas sobre cómo hacer que esto funcione.

References

Department of Labor Statistics (DLS; 2025). Skills Data : U.S. Bureau of Labor Statistics

Desrochers, M. N., Fink, H. C., Thomas, A., Kimmerling, J., & Tung, W. (2007). Student assessment: A comparison of solitary, cooperative, and competitive testing.  International Journal of Teaching & Learning in Higher Education, 19, 289-296.

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"Our lives are so short. And our time on this planet is so precious. All we have is each other." ~ Jacqueline Novogratz