The primary goal of this course is to provide a toolset for characterizing and strategizing how nonmarket forces can shape current and future renewable energy markets. The course approaches the exploration and explanation of key concepts in renewable energy and sustainability nonmarket strategies through evidence-based examples. Main topics for the course include: a sociological approach to markets, renewable energy markets, nonmarket conditions, complex systems analysis, and renewable energy technology and business environments. Because renewable energy costs are higher than fossil fuel cost per unit of energy, the main arguments in support of renewable energy, thus far, are functionally nonmarket in character, i.e., environmental (e.g., climate change), political (e.g., energy independence), and/ or social (e.g., good stewardship).

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Syntrophic acetate-oxidizing bacteria (SAOB) could be a living source of clean energy. Through anaerobic digestion, SAOB turn wastewater sludge and biowaste into methane. Unfortunately, knowledge about SAOB remains limited. To find out more about these important microbes, researchers used metagenomics to study bacteria from a solid-state biowaste digester. They found that SAOB species, including Firmicutes, were abundant, including bacteria with the potential for syntrophic acetate oxidation and energy conservation. The study suggests the existence of a remarkable anaerobic digestion ecosystem, where diverse and novel specialized bacteria aid in dry fermentation of biowaste to produce clean energy..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This activity has students practice their listening and comprehension skills. They will identify stereotypes from the target language and culture, and also practice describing themselves and someone they know (nationality, name, characteristics).

Have you ever set the table?  Do you know where the fork, spoon, glass, napkin go?  In this seminar you will travel to a Spanish-speaking restaurant to not only identify various menu items but you will also identify the items on a table.  Is there anything different Spanish people have on their table?ACTFL StandardsCommunication: Interpretive Communication, Interpersonal CommunicationCommunities: School and Global CommunitiesComparisons: Cultural ComparisonsLearning TargetI can identify some menu items.Habits of MindCreating, imagining, innovatingCritical Thinking SkillClassifying

Tako lako, which translates into English as It’s So Easy, is a free online textbook intended for beginner-level learners of Croatian. The textbook aims to develop intercultural communicative competence and builds upon current research on culture teaching in the foreign language classroom.

In this project (made up of 3 90-minute lessons) students will explore the fascinating world of advertising and its relationship with culture. Through a series of lessons, they will learn about different types of advertisements, the history and purpose of advertising, the effectiveness of various advertising strategies, and the cultural elements embedded in advertisements from different cultures. Students will engage in activities such as brainstorming, analysis of advertisements, group discussions, and presentations. They will apply their language skills to express their insights and make connections between advertisements and the cultures they represent/build/appeal to. This project aims to enhance students' critical thinking, cultural awareness, and communication skills while exploring the dynamic field of advertising in both local and global contexts.

This course explores the diverse ways that people teach and learn—in different countries, in different disciplines, and in different subcultures. We will discuss how theories of learning can be applied to a variety of hands-on, in-class learning activities. We compare schooling to other forms of knowledge transmission from initiation and apprenticeship to recent innovations in online education such as MOOCs. Students will employ a range of qualitative methods in conducting original research on topics of their choice.

This course centers on the changing relationships between men, women, and technology in American history. Topics include theories of gender, technologies of production and consumption, the gendering of public and private space, men’s and women’s roles in science and technology, the effects of industrialization on sexual divisions of labor, gender and identity at home and at work.

What do technology and innovation mean from Africa? This is the central question of this course, which tackles a double absence: Of the meanings and role of technology in African history, on the one hand, and of Africa’s place in the global history of technology, on the other. This course alternates between technologies from outside and technologies from within Africa and their itineraries in everyday life, and it is designed to provide students with grounded understandings of technology in Africa for intellectual and action-oriented purposes.

Twentieth and twenty-first century architecture is defined by its rhetorical subservience to something called “technology.” Architecture relates to technology in multiple forms, as the organizational basis of society, as production system, as formal inspiration, as mode of temporization, as communicational vehicle, and so on. Managerial or “systems-based” paradigms for societal, industrial and governmental organization have routinely percolated into architecture’s considerations, at its various scales from the urban to the domestic, of the relationships of parts to wholes.

In this activity students will be practice telling time in Chinese, as well as create schedules to describe their daily lives. Students will also practice listening comprehension by accurately responding to prompts given by the instructor. Students also will build cultural understanding on school life between China and America.

Mediante el uso de mapas, los estudiantes trabajarán en grupos para aprender sobre las tribus y lenguas de nativos americanos en la historia y en la actualidad. Esta lección prepara a los estudiantes para la Parte 2, cuando enseñarán a los otros estudiantes lo que aprendieron al hacer presentaciones creativas.

This course explores contemporary American theatrical expression as it may be organized around issues of gender and cultural identity. This exploration will include the analysis of performances, scripts, and video documentation, as well as the invention of original documents of theatrical expression. Class lectures and discussions will analyze samples of Native American, Chicano, African American, and Asian American theater, taking into consideration the historical and political context for the creation of these works. Performance exercises will help students identify theatrical forms and techniques used by these theaters, and how these techniques contribute to the overall goals of specific theatrical expressions.

Using archival materials, re-creations, and classroom activities, help your students think about which aspects of everyday life have changed and which have stayed the same.

History has given us remarkable examples of cross-cultural solidarity within the context of social justice movements. These working relationships are the legacy on which today’s age of activism stands. By examining this historical/contemporary phenomenon through a diverse range of texts and media, students will hone analytical, writing, and social-emotional skills with an eye toward their collective role as a conscientious, global citizenry.

There are profound cultural differences in how people think about, measure, and use their time. This module describes some major dimensions of time that are most prone to cultural variation.

This textbook presents core concepts common to introductory social psychology courses. The 8 units include 27 modules covering key social psych topics such as research methods, group processes, social influence, and relationships. This book can be modified: feel free to add or remove modules to better suit your specific needs. The book includes a comprehensive instructor's manual, PowerPoint presentations, a test bank, reading anticipation guides, and adaptive student quizzes.

This course investigates Paris’s oversized status as a global capital by looking at the events, transformations, cultures, and arts for which the city is known to help us better understand Paris and its place in French and global cultures today. Taught in French.

21G.031 examines the terms “avant garde” and “Kulturindustrie” in French and German culture of the early twentieth century. Considering the origins of these concepts in surrealist and dadaist literature, art, and cinema, the course then expands to engage parallel formations across Europe, particularly in the former Soviet Union. Emphasis on the specific historical conditions that enabled these interventions. Guiding questions are these: What was original about the historical avant-garde? What connections between art and revolution did avant-garde writers and artists imagine? What strategies did they deploy to meet their modernist imperatives? To what extent did their projects maintain a critical stance towards the culture industry?
Surveying key interventions in the fields of poetry, painting, sculpture, photography, film, and music, the readings also include signal moments in critical thought of the last century. Figures to be considered are: Adorno, Aragon, Bataille, Beckett, Brecht, Breton, Bürger, Duchamp, Eisenstein, Ernst, Jünger, Greenberg, Kandinsky, Malevich, Mayakovsky, and Tzara. Taught in English, but students are encouraged to consult original sources when possible.