Sentences with phrase «of illustrative scenarios»

These comparisons can be misleading over the next few decades because the upper boundary of the range covered by subgroup average emissions is significantly lower than the upper boundary of the range of illustrative scenarios.

Not exact matches

PwC said its research was an «illustrative scenario,» and «not a prediction of what will actually happen to EU migration after Brexit.»

This scenario has the LOWEST emissions in 2100 of the six IPCC illustrative scenarios, whereas the ABARE AP6 scenario projected HIGHER emissions in 2100 than any of the IPCC scenarios.

The figure shows illustrative scenarios from four models (AIM, IMAGE, IPAC and MESSAGE) for stabilization levels of 490 - 540 ppmv CO2 - eq and levels of 650 ppmv CO2 - eq, respectively.

IPCC TAR WG3 Chapter 2 says a selected scenario merely needs to «be illustrative» of a «storyline» according to the «preferance of some modelling teams» on the basis of their «extensive discussion».

The Chapter says, «the markers are not necessarily the median or mean of the scenario family, but are those scenarios considered by the SRES writing team as illustrative of a particular storyline».

Hence, this report has an illustrative scenario for each of the six scenario groups.

Marker scenarios are no more or less likely than any other scenarios, but are considered by the SRES writing team as illustrative of a particular storyline.

For each of the six scenario groups an illustrative scenario (which is always harmonized) is provided.

Illustrative: a scenario that is illustrative for each of the six scenario groups reflected in the Summary for Policymakers of this report (after combining A1G and A1C into a single Illustrative: a scenario that is illustrative for each of the six scenario groups reflected in the Summary for Policymakers of this report (after combining A1G and A1C into a single illustrative for each of the six scenario groups reflected in the Summary for Policymakers of this report (after combining A1G and A1C into a single A1FI group).

These six groups all have «illustrative scenarios,» four of which are marker scenarios.

Note: During the approval process of the Summary for Policymakers at the 5th Session of WGIII of the IPCC from 8 - 11 March 2000 in Katmandu, Nepal, it was decided to combine the A1C and A1G groups into one «fossil intensive» group A1FI in contrast to the non-fossil group A1T, and to select two illustrative scenarios from these two A1 groups to facilitate use by modelers and policy makers.

Best estimates (red dots) and likely range (red bars) of warming by 2090 - 2099 relative to 1980 - 1999 for all six illustrative SRES scenarios and best estimates (coloured dots) for SRES B1, A1B and A2 by 2020 - 2029, 2050 - 2059 and 2080 - 2089 (IPCC, 2007, Figure SPM.5).

Projections of global mean warming during the 21st century for the six SRES illustrative scenarios are presented by WG I (Meehl et al., 2007) and summarised in Figure 2.8.

Projected ranges of global mean annual temperature change during the 21st century for CO2 - stabilisation scenarios (upper panel, based on the TAR) and for the six illustrative SRES scenarios (middle and lower panels, based on the WG I Fourth Assessment).

The figure shows illustrative scenarios from four models (AIM, IMAGE, IPAC and MESSAGE) aiming at the stabilization at 490 - 540 ppm CO2 - eq and levels of 650 ppm CO2 - eq, respectively.

It is not appropriate to compare the lowest and highest values across these ranges against the single range given in the TAR, because the TAR range resulted only from projections using an SCM and covered all SRES scenarios, whereas here a number of different and independent modelling approaches are combined to estimate ranges for the six illustrative scenarios separately.

My question is more of a general one regarding how «authorisation» is determined, and my scenarios are for illustrative purposes rather than specific ones.

In addition to utilizing popular narratives in illustrative hypotheticals as an educationally sound technique for introducing legal concepts, «what if» scenarios from popular texts can be framed as a way of testing the limits of a doctrine once it has been effectively mapped out for students.

Extensive sample questions, illustrative scenarios, and hypothetical case studies will provoke lively classroom discussion and thoughtful analysis of the ethical principles being considered.

The following scenario is illustrative of both the nature and necessity of umbrella insurance coverage.