European sustainable development policy (1972-2005) : fostering a two-dimensional integration for more effective institutions
Bibliographic record
Abstract
At the creation of the European Community in 1957, little attention was paid to environmental concerns. It’s only in 1997, after decades of debate, that the ‘Integration Principle’ became formally engraved in European treaties. This principle, requiring all policies to take environmental concerns into account, represents a major landmark in the institutionalisation of environmental policy. Yet the effects of this integration appear unclear. So does its meaning. Does the Integration Principle ensure an effective impact of sustainable development institutions in Europe? We aim to answer this question by casting light on the origin and significance of the Integration Principle. We recapitulate the policy events leading to the formal integration of environmental concerns within EU policy since the 1970s. We highlight its gradual extension from a horizontal (cross-sectoral) to a vertical (cross-societal) dimension and stress the challenges posed by the necessary cross-societal integration of sustainable development policy. As a step toward answering the above question, our hypothesis is that the effectiveness of an institution depends on its integration not only across policy or economic sectors but also across governance levels. We derive implications with regard to the importance of learning to eco-innovation.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".