An Analysis of the Geothermal Energy of Surface Water in Fátima do Sul, Mato Grosso do Sul, Brazil with an Emphasis on the Climatization of Buildings Environments

Abstract

Investment in unrenewable energy sources has grown at a rapid pace during the beginning of the 21st century, and they may be exhausted by the middle of this century if this rhythm of consumption is maintained. Sustainable solutions have become a priority and the use of Geothermal Energy from Surface Water has attracted interest as a source of clean and renewable energy which can be used to climatize constructed environments. This article analyzes the surface water of a reservoir located in Fátima do Sul, Mato Grosso do Sul determining its temperature at depths of 0.3 to 1.5 meters (1 to 5 feet) using our own method which employs an Arduino Mega 2560 R3, a free electronic hardware prototype with a single board. The results demonstrate an inverse relationship between the variation in the water’s temperature and an increase in depth, or in other words, there are smaller variations in temperature at greater depths. This fact gives these waters the capacity to store heat, and thus it can be employed in heating and cooling constructed environments.

Notions of Identity and Investment in Second Language Acquisition: Bangladeshi Indigenous Students’ Perspectives

“…Norton and Williams (2012) identify the role of digital tools and the way they shape social meanings in diverse economic and sociopolitical contexts impacting the investments of teachers and learners and fi nd out that they take up diff erent identities by sometimes embracing digital devices or sometimes rejecting them. Some of the remarkable research studies centring around the relationship between language and investment across diverse global contexts focus on the linguistic, social and cognitive investment made by Chinese students in EMI (English Medium Instruction), (Arkoudis & Davison, 2008), comprehending how and why Chinese language learners are interested in standard English in Singapore to be academically sound (De Costa, 2010), investments of English language teachers in South America to have imagined identities for various aff ordances such as virtual and face-to-face interaction with international communities (Reeves, 2009;Sanches Silva, 2013;Carazzai, 2013).…”