International Institute for Applied Systems Analysis

About: International Institute for Applied Systems Analysis is a nonprofit organization based out in Laxenburg, Austria. It is known for research contribution in the topics: Population & Greenhouse gas. The organization has 1369 authors who have published 5075 publications receiving 280467 citations. The organization is also known as: IIASA.

Current fossil fuel infrastructure does not yet commit us to 1.5 °C warming

Abstract: Committed warming describes how much future warming can be expected from historical emissions due to inertia in the climate system. It is usually defined in terms of the level of warming above the present for an abrupt halt of emissions. Owing to socioeconomic constraints, this situation is unlikely, so we focus on the committed warming from present-day fossil fuel assets. Here we show that if carbon-intensive infrastructure is phased out at the end of its design lifetime from the end of 2018, there is a 64% chance that peak global mean temperature rise remains below 1.5 °C. Delaying mitigation until 2030 considerably reduces the likelihood that 1.5 °C would be attainable even if the rate of fossil fuel retirement was accelerated. Although the challenges laid out by the Paris Agreement are daunting, we indicate 1.5 °C remains possible and is attainable with ambitious and immediate emission reduction across all sectors.

Does Education Improve Cognitive Performance Four Decades After School Completion

Abstract: We study the effect of secondary education on cognitive performance toward the end of working age. We exploit the exogenous variation in years of schooling arising from compulsory schooling reforms implemented in six European countries during the 1950s and 1960s. Using data of individuals, approximately age 60, from the Survey of Health, Ageing and Retirement in Europe (SHARE), we assess the causal effect of education on memory, fluency, numeracy, and orientation-to-date. Furthermore, we study education effects on cognitive decline. We find a positive impact of schooling on memory scores. One year of education increases the memory score approximately four decades later by about 0.2, which amounts to 10 % of a standard deviation. Furthermore, we find some evidence for a protective effect of schooling on cognitive decline in terms of verbal fluency.