No abstract

This paper investigates the effect of increasing the number of wind turbine generators on wholesale spot prices in the Australian National Electricity Market's (NEM), given the existing transmission grid, from 2014 to 2025. We use a sensitivity analysis to evaluate the effect of five different levels of wind power penetration on prices, ranging from Scenario A, 'no wind', to Scenario E that includes existing and planned wind power sufficient to meet Australia's original 2020 41TWh Large-scale Renewable Energy Target (LRET). We find divergence in prices between states and similar prices for nodes within states. This supports the Garnaut Climate Change Review assessment on the prevalence of 'gold-plating' the intrastate transmission network and underinvesting in interstate connectivity. We find increasing wind power penetration decreases wholesale spot prices but that retail prices have increased in deregulated South Australia and Queensland, similarly, in Victoria. We argue that there is a pressing need to split the large generator-retail companies into separate retail and generator companies and to reassess regulatory rules more generally. Interconnector congestion limits the potential for wind power to further reduce wholesale prices across the NEM. So the need for a high capacity transmission backbone in the NEM is becoming clearer and will become pressing when Australia moves beyond its current 2020 LRET.

Including satellite observations of nitrogen dioxide (NO) in land-use regression (LUR) models can improve their predictive ability, but requires rigorous evaluation. We used 123 passive NO samplers sited to capture within-city and near-road variability in two Australian cities (Sydney and Perth) to assess the validity of annual mean NO estimates from existing national satellite-based LUR models (developed with 68 regulatory monitors). The samplers spanned roadside, urban near traffic (≤100 m to a major road), and urban background (>100 m to a major road) locations. We evaluated model performance using R (predicted NO regressed on independent measurements of NO), mean-square-error R (MSE-R), RMSE, and bias. Our models captured up to 69% of spatial variability in NO at urban near-traffic and urban background locations, and up to 58% of variability at all validation sites, including roadside locations. The absolute agreement of measurements and predictions (measured by MSE-R) was similar to their correlation (measured by R). Few previous studies have performed independent evaluations of national satellite-based LUR models, and there is little information on the performance of models developed with a small number of NO monitors. We have demonstrated that such models are a valid approach for estimating NO exposures in Australian cities.

No abstract

The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.