Coordinated Operation of PV and Battery Energy Storage Systems

Despite tough economic times, the uptake of photovoltaic (PV) technology has seen tremendous growth over the past decade. More than 21 GW of rooftop PV systems were installed globally in the year 2012 alone. This is fueled by various incentives offered by policy makers around the world with a goal of enhancing renewable energy integration and reducing the dependence on fossil fuels. For instance, the goal of achieving 20% energy consumption from renewable resources by 2020 has been unanimously accepted by numerous countries in Europe, North America, and Australia. Uptake of PVs by residential and small businesses has been augmented by generous rebates offered by government on installations and on the amount of energy injected into the grid. Furthermore, the global market outlook report published by EPIA predicts that the rooftop PV installations will continue to grow for the foreseeable future.

Storing energy in plastics : a review on conducting polymers & their role in electrochemical energy storage

Conducting polymers have become the focus of research due to their interesting properties, such as a wide range of conductivity, facile production, mechanical stability, light weight and low cost and due to the ease with which conducting polymers can be nanostructured to meet the specific application. They have become valuable materials for many applications, such as energy storage and generation. Recently, conducting polymers have been studied to be used in supercapacitors, battery electrode and fuel cells. This article is to briefly discuss the background & theory behind their conductivity as well as to highlight the recent contributions of conducting polymers to the field of energy and their significance. Furthermore, the methods of production of the conducting polymers in addition to the different ways utilised to nano-engineer special morphologies are discussed.

Towards inclusion: Provision for diversity in the transition to school

Policies of inclusion challenge the construct of readiness and require schools to prepare for the diversity of children as they transition to school. However, there is limited empirical evidence concerning how this challenge is met. This paper presents two Australian studies that investigate inclusive practices in the transition to school. Study 1 examined the predictors of child outcomes across a sample of 1831 children in 39 schools. The results indicate that both quantity and quality of programme provision influenced outcomes and that programme effects were particularly potent for children with diverse abilities and backgrounds. Study 2 focuses on pedagogy in three of the schools to highlight how this provision can be achieved. Results show that provisions were reactive, that saliency of children’s needs directed school practices and that professional knowledge impacted on measures of quality. Inclusive processes accounting for both child progress and broader family and teaching influences are necessary for improved transition to school.