scholarly journals NSF ATE California Regional Consortium for Engineering Advances in Technological Education (CREATE) Renewable Energy Center

2020 ◽  
Author(s):  
Kathleen Alfano
Keyword(s):  
Renewable Energy ◽  
Technological Education ◽  
Energy Center

Renewable Energy Center

2018 ◽  
Author(s):  
Abolghasem shahbazi
Keyword(s):  
Renewable Energy ◽  
Energy Center

Southern Nevada Renewable Resource Assessment

2007 ◽  
Author(s):  
Allison Gray ◽  
Aaron Sahm ◽  
Marc Newmarker ◽  
Rick Hurt ◽  
Robert Boehm ◽  
...  
Keyword(s):  
Renewable Energy ◽  
Energy Resource ◽  
Renewable Resource ◽  
Resource Assessment ◽  
National Renewable Energy Laboratory ◽  
Renewable Energy Resource ◽  
Power Company ◽  
Direct Normal Irradiance ◽  
Southern Nevada ◽  
Energy Center

University of Nevada, Las Vegas Renewable Energy Center (UNLV-REC) currently monitors three meteorological stations in southern Nevada under the direction of the National Renewable Energy Laboratory (NREL) and is funded by the Nevada Southwest Energy Partnership (NSWEP). The three station locations are Eldorado Valley, UNLV-REC Solar Site, and Nevada Power Company Clark Station. The installation dates for each of the locations were October of 2004 for Eldorado Valley station, August of 2003 for the UNLV-REC Solar Site, and March of 2006 for the Nevada Power Clark Station. Publicly available data from each site have been archived since installation completion. This paper discusses the installation of the equipment for each site and images of the setup. The data that is being collected between the sites is also compared. Data comparisons between the sites include net monthly solar energy; monthly peak direct normal irradiance (DNI), average daily wind speed, monthly wind roses, and average monthly dry bulb temperatures. The recently measured data is also compared to resource maps developed by NREL and to TMY data. With these meteorological resources, microclimatic variations can be studied for the area and used as a renewable energy resource for renewable installations in southern Nevada.

scholarly journals Northwest National Marine Renewable Energy Center

2016 ◽  
Author(s):  
Belinda Batten ◽  
◽  
Brian Polagye ◽  
Al LiVecchi ◽  
◽  
...  
Keyword(s):  
Renewable Energy ◽  
Marine Renewable Energy ◽  
Energy Center

scholarly journals Insertion of Photovoltaic Solar Systems in Technological Education Institutions in Brazil: Teacher Perceptions Concerning Contributions towards Sustainable Development

2020 ◽  
Vol 12 (4) ◽  
pp. 1292 ◽  
Author(s):  
Maurisete Fernando Ferreira ◽  
Marcos Aurélio Vasconcelos Freitas ◽  
Neilton Fidelis da Silva ◽  
Antonia Francimar da Silva ◽  
Luciana Rocha Leal da Paz
Keyword(s):  
Renewable Energy ◽  
Teacher Perceptions ◽  
Teacher Knowledge ◽  
Renewable Energy Sources ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Technological Education ◽  
Solar Systems ◽  
Knowledge And Attitudes ◽  
Federal Institute

Teaching spaces are seen as institutions presenting relevant power to promote sustainability. Thus, in addition to knowledge (re)producers, they must also assume ethical obligations to incorporate daily sustainability-oriented actions. In this context, this study evaluates faculty perceptions regarding contributions to the teaching–learning process and the diffusion of a pedagogical practice adhering to sustainability assumptions, arising from the insertion of photovoltaic solar systems in educational institutions. A study was conducted at the Rio Grande do Norte Federal Institute of Education Science and Technology, with 2.2 photovoltaic MWp distributed throughout its 21 campuses. This study investigated teacher knowledge and attitudes towards renewable energy sources in their school practice, as a way of understanding these issues and presenting propositions that will strengthen their role in daily school life. Teachers are aware of the importance of these sources, but their knowledge does not form links with their practice. Thus, the necessary connections to promote sustainability from the existence of institutional photovoltaic systems were proven insufficient. They did not support the concept, nor the adoption of pedagogical practices linked to this technology. In addition, teacher inability to bring knowledge related to renewable energies to the classroom and link them to daily student lives was also noted. The adoption of renewable energy to promote a sustainability culture demands the formation of teacher knowledge and attitudes, and this training must follow a continuous path.

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