This same phenomenon happens at other levels, too, as we’re seeing now with more and more councils around new zealand declaring climate emergencies and setting progressive mitigation targets.Cognitive learning theory in the classroom same thing for companies, trumpeting their transition plans and banding together, for example in the climate leaders coalition. Same thing, we hope, for nations: this model is an underlying principle of the paris agreement, by which actions are voluntary but will be ratcheted up over time.Cognitive learning theory in the classroom

Yes, that’s actually true. Just by switching electricity providers (0800 845 000, just saying) you can eliminate all your electricity emissions, which even in new zealand could be 1–2 tonnes of CO 2 per year.Cognitive learning theory in the classroom ecotricity costs about the same as other retailers. (the exact prices depend on many factors, including where you live – the new zealand electricity market is complicated.)

cognitive learning theory in the classroom

Ecotricity is a new zealand electricity retailer that is 100% carbon zero. Their whole operation, from the generation of the electricity to the head office, is certified zero carbon by enviro-mark solutions. (enviro-mark themselves, a christchurch-based spinoff from the state-owned research institute landcare, are an exceptionally well-regarded carbon auditor with clients all over the world.)

cognitive learning theory in the classroom

It’s hard to believe that this is even possible. After all, we have a national grid, and who knows where your actual electrons came from? And yet, it really is true.Cognitive learning theory in the classroom unlike other retailers, ecotricity does not buy electricity on the spot market. Their entire supply comes through separate contracts with renewable energy suppliers, mainly south island hydro and biogas.Cognitive learning theory in the classroom their majority shareholder is the central lakes trust, a charitable trust that funds community organizations in central otago. None of your money is going to genesis or nova to run coal and gas-fired power stations.Cognitive learning theory in the classroom

However it still seems to me that the modus of ecotricity amounts to green-wash, and hence is counterproductive as a means of contributing to real action to alleviate global warming.Cognitive learning theory in the classroom I would suppose that at any one time there is only a certain amount of ‘green’ electricity produced and flowing through the national grid, fixed by how much the rivers are flowing, how much wind is blowing, how much the sun is shining, how much geothermal steam is coming up, and how much biomass is being burned (etc?). (maybe I am wrong, such that actually market forces lead to the generator companies turning on and off ‘green’ production so as to maximise their own profits)

cognitive learning theory in the classroom

I can certainly see that if an increased customer demand for ‘green’ electricity were to lead to electricity generators installing more ‘green’ machines to produce this then there should be less need for fossil fuel sources, but I very much doubt that it is any lack of demand which is holding up the transition.Cognitive learning theory in the classroom instead there are other more complex societal factors, such as the need to raise large amounts of capital, and a high degree of nimby-ism turning up at RMA hearings.Cognitive learning theory in the classroom

Also, I am sceptical that burning biomass to generate electricity is helpful. Getting the biomass grown, harvested, transported, chopped up and finally in to the burners takes a lot of fossil fuel usage, and furthermore it is not at all established that the CO2 output in such power stations is all recaptured when the replacement biomass is grown.Cognitive learning theory in the classroom

Hi ron. The point of the first sentence is that we already have a wide range of products that are branded, but in reality are undifferentiable to the consumer.Cognitive learning theory in the classroom petrol, flour, and coffee beans are easily conceptualised examples. There is a market of consumers prepared to pay a premium for so-called “ethically farmed” eggs, meat etc, or anything labelled GE-free.Cognitive learning theory in the classroom those consumers rely on an audit process and the honesty of the supplier to accept they are true to label.

Electricity is no different. Although an electron is an electron is an electron, value can be found in how that electron came to be freed, and a price can be attached to that value.Cognitive learning theory in the classroom in short, ecotricity have identified a group of consumers prepared to pay a small premium for “green” electricity. This incrementally drives up the price of green electricity, which then incrementally drives up the likelihood that a company involved in producing electricity will build green instead of black generators.Cognitive learning theory in the classroom in the long term then, substitution takes place.

Its less societal than technical factors holding back solar and wind replacing black fuel electricity generation in new zealand.Cognitive learning theory in the classroom put simply, our supply grid is not designed to cope with the big changes in output that happen very quickly with solar and wind. In any case, by far the largest source of electricity in NZ is hydro – an already green method.Cognitive learning theory in the classroom

Ecotricity is not greenwash, although it is very, very small and the effect is at the margins. Nothing wrong with starting small though. For example, companies that are CEMARS or carbonzero certified have an extra incentive to buy green electricity – in this way the lower-emission sector can form a kind of economic sub-ecosystem within the larger economy.Cognitive learning theory in the classroom absolutely lack of demand is the main reason that renewable supply has hardly increased at all in 5 years (although the new turitea and (likely) waverley wind farms are a big plus).Cognitive learning theory in the classroom nimbyism has not been a large issue in new zealand, the great majority of proposed wind farms have been consented (but not built).

The big issue of how to get to 100% renewable electricity, or energy, is going to be discussed a lot in coming years.Cognitive learning theory in the classroom the best study I know at present is transpower’s “te mauri hiko” from 2018. They find that most of the issues (grid, supply, and daily load balancing) are solvable with present technology.Cognitive learning theory in the classroom E.G. In their model wind power triples by 2050, which is not much considering the existing wind farms were built in 10 years. Total energy demand decreases due to the fall in fossil fuel usage, which saves money as well.Cognitive learning theory in the classroom the big outlier is seasonal load balancing which will require something new, like large-scale pumped hydro.

The big part of any new transmission line is getting the consent, especially as it has to go through national parks and conservation areas.Cognitive learning theory in the classroom that would take decades to get. It would also need a new DC cable and new convertor stations. Costs would be billions for the lines. The 2018 transpower transmission planning document estimates $200M to just uprate from 400 to 600MVA and only the clutha to twizel section.Cognitive learning theory in the classroom close tiwai and you need an extra 500MVA capacity – that is a new double circuit line. The new wairakei to whakamaru double circuit line cost about $2.5M per km 10 years ago and that was an easy build.Cognitive learning theory in the classroom

The cost of the lines would add to the transmission component of the power charges, so you would be looking at ten cents or more a unit increase for just that capital spend.Cognitive learning theory in the classroom to do the maths better than a thumbsuck, NZ load is about 50twh. – spread that over say $4B spend and 5% rate of return plus capital repayment over 35 years.Cognitive learning theory in the classroom the power prices would go up, long before the line was complete.