This document discusses Canadian contributions to the journal Ecological Economics over the past 25 years. It begins with a brief history of ecological economics and the founding of the Canadian Society of Ecological Economics (CANSEE) in 1993. The document then analyzes 198 articles in Ecological Economics with at least one Canadian author, representing approximately 7 contributions per year or 3.82% of total articles. It categorizes the articles' topics and keywords to understand themes in Canadian ecological economic research. Provincial and institutional contributions are also examined. The analysis is limited by incomplete 2015 data and articles published outside Ecological Economics.
En septembre 2015, l'USSGETOM a organisé, dans le cadre de son programme local de prévention des déchets, un atelier de fabrication de cosmétique.
Cet événement était l’occasion de faire un point sur les composants de nos produits et surtout de découvrir ou redécouvrir les principaux logos que l’on retrouve sur nos flacons.
La présentation s’est terminée par un atelier de conception d’un baume réparateur au karité. Retrouvez la présentation ainsi que de nombreuses recettes dans les documents suivants.
Running Head ANNOTATED BIBLIOGRAPHY 1ANNOTATED BIBLIOGRAP.docxtoddr4
Running Head: ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 3
Annotated Bibliography
Student’s Name: Anvesh Komravelli
Course Title: InfoTech in a Global Economy (ITS-832-04) - First Bi-Term
Date:5/25/2019
Angelica, S., Emanuele P,. & Luciano, P. (2017). Economic Development and Wage Inequality: A complex system analysis. PLoS ONE 12(9): e0182774
This article particularly gives an analysis the characteristics of the multifaceted connection that exists in wage inequity as well as the development and industrialization of a given nation. It shows development as a combination of pecuniary index, gross domestic product per capita as well as the measure of the nation’s economic complexity. The article also examines at the pay inequity on a universal scale. The article presents the wage inequity beside with the continuing industrial creation of nations has taken a longitudinally constant pattern. Finally, the fitness complexity matrix has been summarized in this article using the two novel application of complex system analysis (Valentinov, & Chatalova, 2016).
John, F. (2017). From Simplistic to Complex Systems in Economics, Discussion Paper No 335, School of Economics, The University of Queensland.
This article brings into attention the applicability of multipart schemes hypothesis in economics. Complex systems theory in this article is assessed besides being measured up to customary looms to monetary hypothesizing which is dependent on forced optimization. The article defines complex systems in the context of economics. The article further explains why it becomes necessary to approach the economic analysis from a network and not from production and utility function perspective when dealing with complex systems. The article presents the challenge of on how to replace the available simplistic hypothesis that is based on constrained optimization, with simple hypothesis derived from network representation (Clayton, & Radcliffe, 2018).
Joeri, S,. (2017). Complexity Economics: Exploring Economics
This article brings into attention the core elements as well as terms, analysis, as well as conception of economy. The article presents complexity economics as a study of economic systems as complex systems. The complexity economists are described to be studying the emergence of structures as well as the unfolding of patterns in the economy. The article also describes the mainstream equilibrium models that have little to add in financial crisis in terms of policy direction in the current economy. The economy is also presented in the article as a complex system which has got, belongs to, as well as overlaps with other complex systems (Rutter et al, 2017).
Alamoudi D, Kumar A (2017). Information System Complexity and Business Value: Int J Econ Manag Sci 6: 400 doi:b10.4172/2162.1000400.
The article brings into attention the complexity of information system as very subjective and impacted by many variations of individuals, tools, as.
1. Case Study 2 National Collegiate Athletic Association Ethics.docxSONU61709
1.
Case Study 2: National Collegiate Athletic Association Ethics and Compliance Program
Due Week 6 and worth 200 points
Read “Case Study 6: National Collegiate Athletic Association Ethics and Compliance Program,” located on page 444 of the textbook.
Write a four (4) page paper in which you:
1. Determine the fundamental ways in which the NCAA’s ethics program failed to prevent the scandals at Penn State, Ohio State, and the University of Arkansas. Support your response with one (1) example from each of these schools’ scandals.
2. Examine the principal ways in which the leadership of the NCAA contributed to the ethical violations of Penn State, Ohio State, and the University of Arkansas. Support your response with one (1) example from each of these schools’ scandals.
3. Predict the key differences in the scenarios that occurred at Penn State, Ohio State, and the University of Arkansas if an effective ethics program was in place. Provide a rationale for your response.
4. Postulate on two (2) actions that the NCAA leadership should take in order to regain the trust and confidence of students and stakeholders.
5. Recommend two (2) measures that the HR departments of colleges and universities should take to prevent similar incidents from occurring in the future. Provide a rationale for your response.
6. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other similar Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Describe the business ethics issues and definitions, theories, and frameworks important to organizational ethical decision making and the role of a human resource professional.
. Determine the role of stakeholder interests, the interrelationship of ethics and social responsibility, and the role of corporate governance in ethics.
. Analyze scenarios to determine the ethical character of decisions made and the related impact on the organization.
. Write clearly and concisely about issues in ethics and advocacy for HR professionals using correct grammar and mechanics.
. Use technology and information resources to research issues in business ethics and advocacy for HR professionals.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric found here.
· By submitting this paper, you agree: (1) that you are submitting yo ...
Freshman Engineering Seminar Mid-Term Ethics Report
This report will be due at the start of class on Wednesday, 14 October 2015
This report will be worth 100 points (See the Rubric for the grade breakdown)
1) Pick any of the following topics to write an ethics report
2) Use the NSPE Code of Ethics (and other engineering ethics guidelines) as a guide in your ethical
discussions
3) In this report:
a) You will briefly introduce the topic and why you chose it;
b) You will discuss the advantages (pros) and disadvantages (cons) of the topic with regards to
engineering ethics (see statement 2 above) [the pros and cons should be focused on possible design
flaws & possible harm to ecological health (including water quality & quantity), human economy,
human health, etc.];
c) If the topic is not already a specific example (such as the Fukushima “Ice Wall”), then provide (a)
specific example(s) and/or (a) case study(ies);
d) Is there any engineering and/or scientific uncertainty? – if so, then what is it?;
e) Are there any whistleblowers? – if so, then what is their position?;
f) What is your ethical view of the topic based on the research that you have performed? (use NSPE
Code of Ethics in your response);
g) You should use the following resources for information (journal articles, newspaper articles, science
magazine articles, academic/government Web sites, books, NSPE Code of Ethics, other
scientific/engineering society code of ethics)
4) The report should be a minimum of 2 pages typed single-spaced with margins of 0.79” (top,
bottom, left, right) in a 12 point Serif font (liberation serif, freeserif, freemono, linux libertine,
Gentium, Doulos SIL, Charis SIL, Nimbus Mono L, Nimbus Roman No 9 L, Liberation Mono, Times,
palatino, or Times New Roman)
Use this format:
Introduction
The topic
Why you chose it
Body
1 of 5
Advantages (Pros) and Disadvantages (Cons)
Specific examples and/or case studies (if not already a specific example)
Uncertainty
Whistleblowers
Conclusion
Your ethical view on the topic
Bibliography
5) Use the references and bibliography format as appropriate in the report (see the last pages)
Topics:
Military Research & Design (R&D)
Bribery
Corruption
Nepotism
Kickbacks
Whistleblowing
Protecting the public (Canon 1) versus protecting your client or employer (Canon 4)
Materials selection (economic cost versus protecting the public)
Precautionary Principle
Clean-up after the British Petroleum (BP) petroleum rig explosion and leakage in the Gulf of Mexico
region
Fukushima “Ice Wall”
Hydraulic Fracturing (sinkholes, earthquakes, etc.)
The Addition of Fluoride Compounds to Drinking Water
The Addition of Disinfectants to both Drinking Water and Wastewater
Centralized Water/Wastewater Treatment and Distribution
Geoengineering
Drones
2 of 5
Weather modification
Petrochemical-based industrial agriculture (heavy equipment, petrochemical-based fertilizers &
pesticides, etc.)
Genetic Engineer.
Peer review sheet Paper 1Writer’s name SiyuanReviewer’.docxherbertwilson5999
Peer review sheet: Paper 1Writer’s name: Siyuan
Reviewer’s name: Wendy
Directions: Put a check mark below if the statement is accurate for your peer’s paper. Then write a letter on this page or a page that you printed out giving some more suggestions for the paper.
____✓___ Introduction presents Rebekah Nathan (using her full name), the title of her book, her profession, and an explanation of her project.
(I would take out the very general first sentence. It doesn’t seem to belong with the rest of your paper. You can introduce Nathan right away.)
_____ Introduction states the one or two points from Chapter Four that the student writer is going to discuss and elaborates enough so the reader understands them.
(I don’t yet see a place in the introduction where you clearly state the points in Nathan that seemed interesting to you and that your paper will explore. I have to read the whole paper to see what points you cover.)
_____At the end of the introduction, the reader finds a thesis statement which expresses the writer’s main point for the whole paper.
(I don’t yet see a sentence that states your topic and your point of view on that topic.)
___?__ The body paragraphs each have just one main point, and that main point supports/relates to the thesis.
(I have a little hard time understanding what your main point is in some paragraphs. For example, on page 2, I don’t get a key point in the paragraph beginning with “On their side…” You write that American students ask lots of questions, though the students in Nathan said Americans are usually not curious about other countries. Do you want to say that your experience is different? But give examples, too.
That same paragraph ends with the idea of using computers, which I didn’t understand. How does it belong in the paragraph?)
✓? The conclusion is more than a summary of what the writer already wrote in his/her paper.
(Your conclusion does offer a new idea, but it is so optimistic (Americans and international students each continue to learn about each other’s cultures and their own), that is does not seem to match your paper. Your paper suggested, like Nathan’s chapter, that American’s don’t care so much about countries outside the U.S., that they don’t want to learn about other cultures! So I wonder which you really believe—the body of your paper or the conclusion?)
Siyuan,
You have a good beginning that introduces Nathan and tells the reader about her student interviews. But I still would like your intro to name which 1 or 2 points from Nathan you are going to address in your paper and what you want to say about those points. A thesis statement is useful for telling the reader these things. One student in our class did it this way: she wrote, “Like Nathan’s students, I was shocked at how little American students know about other cultures and disappointed to realize that they didn’t care much about learning.” (So now we know her opinion: she was shocked and disappoin.
Activity Reverse Outline (GRADED)NOTE This activity will be gr.docxnettletondevon
Activity: Reverse Outline (GRADED)
NOTE: This activity will be graded based on completion.
taking notes for a reverse outline
For this activity, you will use the reverse outlining* process and the TEA* formula to help you to revise your critical analysis essay draft. Follow the steps below:
Print out a copy of your essay draft. If you need to generate another copy of your draft, you can revisit 5-3. If you are unable to print a copy of your draft, you can open up your essay document in a word processing program like Microsoft Word and turn on the "Comments" feature that will allow you to insert comments in the margins of the paper.
Write your thesis statement at the top of the page so that you can refer back to it easily.
Click on the following tab to analyze the effectiveness of your thesis statement.
Thesis
When reviewing your essay using TEA, the first step is to analyze your thesis statement*, or your main claim. You should be able to answer "yes" to the following questions:
Is there a thesis statement? Does it appear at the end of the introductory paragraph?
Does my thesis statement express one single central idea/opinion in response to the essay prompt or course-related topic?
Have I arrived at a thesis statement only after a careful and well thought out consideration of the prompt or topic and evidence at my disposal?
Does my thesis statement express my opinion?
Has my thesis statement remained the same as a result of the evidence* that I selected? If not, then you need to revise your thesis statement right away.
Based on your answers to the questions, make any necessary changes to your thesis statement. You should make these edits directly on the page. (Because this is a draft, you can scribble notes on it, cross things out, and mark up the page as much as you would like.)
Read one paragraph at a time and write the main idea of each paragraph in the margins of your paper. Remember that the main idea of the introductory paragraph should be the thesis statement (the last sentence of that paragraph).
Click on the following tab to analyze the effectiveness of your topic sentences, the evidence that supports the thesis statement, and your analysis of the evidence. You will need to do this for each body paragraph.
Topic Sentences
The next step is to analyze the topic sentences* of your body paragraphs. You should be able to answer "yes" to the following questions:
Do I have a topic sentence at the beginning of each body paragraph?
Do my topic sentences relate back to the thesis statement?
Evidence
The next step is to look closely at the evidence* that you are using in your essay. You should be able to answer "yes" to the following questions:
Do I have primary evidence? (Primary evidence is the main evidence that will be used to support the thesis statement.)
Have I selected relevant and convincing evidence?
Do I have enough evidence to support my thesis statement?
Does my evidence fulfill the requirements for the essay?
Does each select.
En septembre 2015, l'USSGETOM a organisé, dans le cadre de son programme local de prévention des déchets, un atelier de fabrication de cosmétique.
Cet événement était l’occasion de faire un point sur les composants de nos produits et surtout de découvrir ou redécouvrir les principaux logos que l’on retrouve sur nos flacons.
La présentation s’est terminée par un atelier de conception d’un baume réparateur au karité. Retrouvez la présentation ainsi que de nombreuses recettes dans les documents suivants.
Running Head ANNOTATED BIBLIOGRAPHY 1ANNOTATED BIBLIOGRAP.docxtoddr4
Running Head: ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 3
Annotated Bibliography
Student’s Name: Anvesh Komravelli
Course Title: InfoTech in a Global Economy (ITS-832-04) - First Bi-Term
Date:5/25/2019
Angelica, S., Emanuele P,. & Luciano, P. (2017). Economic Development and Wage Inequality: A complex system analysis. PLoS ONE 12(9): e0182774
This article particularly gives an analysis the characteristics of the multifaceted connection that exists in wage inequity as well as the development and industrialization of a given nation. It shows development as a combination of pecuniary index, gross domestic product per capita as well as the measure of the nation’s economic complexity. The article also examines at the pay inequity on a universal scale. The article presents the wage inequity beside with the continuing industrial creation of nations has taken a longitudinally constant pattern. Finally, the fitness complexity matrix has been summarized in this article using the two novel application of complex system analysis (Valentinov, & Chatalova, 2016).
John, F. (2017). From Simplistic to Complex Systems in Economics, Discussion Paper No 335, School of Economics, The University of Queensland.
This article brings into attention the applicability of multipart schemes hypothesis in economics. Complex systems theory in this article is assessed besides being measured up to customary looms to monetary hypothesizing which is dependent on forced optimization. The article defines complex systems in the context of economics. The article further explains why it becomes necessary to approach the economic analysis from a network and not from production and utility function perspective when dealing with complex systems. The article presents the challenge of on how to replace the available simplistic hypothesis that is based on constrained optimization, with simple hypothesis derived from network representation (Clayton, & Radcliffe, 2018).
Joeri, S,. (2017). Complexity Economics: Exploring Economics
This article brings into attention the core elements as well as terms, analysis, as well as conception of economy. The article presents complexity economics as a study of economic systems as complex systems. The complexity economists are described to be studying the emergence of structures as well as the unfolding of patterns in the economy. The article also describes the mainstream equilibrium models that have little to add in financial crisis in terms of policy direction in the current economy. The economy is also presented in the article as a complex system which has got, belongs to, as well as overlaps with other complex systems (Rutter et al, 2017).
Alamoudi D, Kumar A (2017). Information System Complexity and Business Value: Int J Econ Manag Sci 6: 400 doi:b10.4172/2162.1000400.
The article brings into attention the complexity of information system as very subjective and impacted by many variations of individuals, tools, as.
1. Case Study 2 National Collegiate Athletic Association Ethics.docxSONU61709
1.
Case Study 2: National Collegiate Athletic Association Ethics and Compliance Program
Due Week 6 and worth 200 points
Read “Case Study 6: National Collegiate Athletic Association Ethics and Compliance Program,” located on page 444 of the textbook.
Write a four (4) page paper in which you:
1. Determine the fundamental ways in which the NCAA’s ethics program failed to prevent the scandals at Penn State, Ohio State, and the University of Arkansas. Support your response with one (1) example from each of these schools’ scandals.
2. Examine the principal ways in which the leadership of the NCAA contributed to the ethical violations of Penn State, Ohio State, and the University of Arkansas. Support your response with one (1) example from each of these schools’ scandals.
3. Predict the key differences in the scenarios that occurred at Penn State, Ohio State, and the University of Arkansas if an effective ethics program was in place. Provide a rationale for your response.
4. Postulate on two (2) actions that the NCAA leadership should take in order to regain the trust and confidence of students and stakeholders.
5. Recommend two (2) measures that the HR departments of colleges and universities should take to prevent similar incidents from occurring in the future. Provide a rationale for your response.
6. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other similar Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Describe the business ethics issues and definitions, theories, and frameworks important to organizational ethical decision making and the role of a human resource professional.
. Determine the role of stakeholder interests, the interrelationship of ethics and social responsibility, and the role of corporate governance in ethics.
. Analyze scenarios to determine the ethical character of decisions made and the related impact on the organization.
. Write clearly and concisely about issues in ethics and advocacy for HR professionals using correct grammar and mechanics.
. Use technology and information resources to research issues in business ethics and advocacy for HR professionals.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric found here.
· By submitting this paper, you agree: (1) that you are submitting yo ...
Freshman Engineering Seminar Mid-Term Ethics Report
This report will be due at the start of class on Wednesday, 14 October 2015
This report will be worth 100 points (See the Rubric for the grade breakdown)
1) Pick any of the following topics to write an ethics report
2) Use the NSPE Code of Ethics (and other engineering ethics guidelines) as a guide in your ethical
discussions
3) In this report:
a) You will briefly introduce the topic and why you chose it;
b) You will discuss the advantages (pros) and disadvantages (cons) of the topic with regards to
engineering ethics (see statement 2 above) [the pros and cons should be focused on possible design
flaws & possible harm to ecological health (including water quality & quantity), human economy,
human health, etc.];
c) If the topic is not already a specific example (such as the Fukushima “Ice Wall”), then provide (a)
specific example(s) and/or (a) case study(ies);
d) Is there any engineering and/or scientific uncertainty? – if so, then what is it?;
e) Are there any whistleblowers? – if so, then what is their position?;
f) What is your ethical view of the topic based on the research that you have performed? (use NSPE
Code of Ethics in your response);
g) You should use the following resources for information (journal articles, newspaper articles, science
magazine articles, academic/government Web sites, books, NSPE Code of Ethics, other
scientific/engineering society code of ethics)
4) The report should be a minimum of 2 pages typed single-spaced with margins of 0.79” (top,
bottom, left, right) in a 12 point Serif font (liberation serif, freeserif, freemono, linux libertine,
Gentium, Doulos SIL, Charis SIL, Nimbus Mono L, Nimbus Roman No 9 L, Liberation Mono, Times,
palatino, or Times New Roman)
Use this format:
Introduction
The topic
Why you chose it
Body
1 of 5
Advantages (Pros) and Disadvantages (Cons)
Specific examples and/or case studies (if not already a specific example)
Uncertainty
Whistleblowers
Conclusion
Your ethical view on the topic
Bibliography
5) Use the references and bibliography format as appropriate in the report (see the last pages)
Topics:
Military Research & Design (R&D)
Bribery
Corruption
Nepotism
Kickbacks
Whistleblowing
Protecting the public (Canon 1) versus protecting your client or employer (Canon 4)
Materials selection (economic cost versus protecting the public)
Precautionary Principle
Clean-up after the British Petroleum (BP) petroleum rig explosion and leakage in the Gulf of Mexico
region
Fukushima “Ice Wall”
Hydraulic Fracturing (sinkholes, earthquakes, etc.)
The Addition of Fluoride Compounds to Drinking Water
The Addition of Disinfectants to both Drinking Water and Wastewater
Centralized Water/Wastewater Treatment and Distribution
Geoengineering
Drones
2 of 5
Weather modification
Petrochemical-based industrial agriculture (heavy equipment, petrochemical-based fertilizers &
pesticides, etc.)
Genetic Engineer.
Peer review sheet Paper 1Writer’s name SiyuanReviewer’.docxherbertwilson5999
Peer review sheet: Paper 1Writer’s name: Siyuan
Reviewer’s name: Wendy
Directions: Put a check mark below if the statement is accurate for your peer’s paper. Then write a letter on this page or a page that you printed out giving some more suggestions for the paper.
____✓___ Introduction presents Rebekah Nathan (using her full name), the title of her book, her profession, and an explanation of her project.
(I would take out the very general first sentence. It doesn’t seem to belong with the rest of your paper. You can introduce Nathan right away.)
_____ Introduction states the one or two points from Chapter Four that the student writer is going to discuss and elaborates enough so the reader understands them.
(I don’t yet see a place in the introduction where you clearly state the points in Nathan that seemed interesting to you and that your paper will explore. I have to read the whole paper to see what points you cover.)
_____At the end of the introduction, the reader finds a thesis statement which expresses the writer’s main point for the whole paper.
(I don’t yet see a sentence that states your topic and your point of view on that topic.)
___?__ The body paragraphs each have just one main point, and that main point supports/relates to the thesis.
(I have a little hard time understanding what your main point is in some paragraphs. For example, on page 2, I don’t get a key point in the paragraph beginning with “On their side…” You write that American students ask lots of questions, though the students in Nathan said Americans are usually not curious about other countries. Do you want to say that your experience is different? But give examples, too.
That same paragraph ends with the idea of using computers, which I didn’t understand. How does it belong in the paragraph?)
✓? The conclusion is more than a summary of what the writer already wrote in his/her paper.
(Your conclusion does offer a new idea, but it is so optimistic (Americans and international students each continue to learn about each other’s cultures and their own), that is does not seem to match your paper. Your paper suggested, like Nathan’s chapter, that American’s don’t care so much about countries outside the U.S., that they don’t want to learn about other cultures! So I wonder which you really believe—the body of your paper or the conclusion?)
Siyuan,
You have a good beginning that introduces Nathan and tells the reader about her student interviews. But I still would like your intro to name which 1 or 2 points from Nathan you are going to address in your paper and what you want to say about those points. A thesis statement is useful for telling the reader these things. One student in our class did it this way: she wrote, “Like Nathan’s students, I was shocked at how little American students know about other cultures and disappointed to realize that they didn’t care much about learning.” (So now we know her opinion: she was shocked and disappoin.
Activity Reverse Outline (GRADED)NOTE This activity will be gr.docxnettletondevon
Activity: Reverse Outline (GRADED)
NOTE: This activity will be graded based on completion.
taking notes for a reverse outline
For this activity, you will use the reverse outlining* process and the TEA* formula to help you to revise your critical analysis essay draft. Follow the steps below:
Print out a copy of your essay draft. If you need to generate another copy of your draft, you can revisit 5-3. If you are unable to print a copy of your draft, you can open up your essay document in a word processing program like Microsoft Word and turn on the "Comments" feature that will allow you to insert comments in the margins of the paper.
Write your thesis statement at the top of the page so that you can refer back to it easily.
Click on the following tab to analyze the effectiveness of your thesis statement.
Thesis
When reviewing your essay using TEA, the first step is to analyze your thesis statement*, or your main claim. You should be able to answer "yes" to the following questions:
Is there a thesis statement? Does it appear at the end of the introductory paragraph?
Does my thesis statement express one single central idea/opinion in response to the essay prompt or course-related topic?
Have I arrived at a thesis statement only after a careful and well thought out consideration of the prompt or topic and evidence at my disposal?
Does my thesis statement express my opinion?
Has my thesis statement remained the same as a result of the evidence* that I selected? If not, then you need to revise your thesis statement right away.
Based on your answers to the questions, make any necessary changes to your thesis statement. You should make these edits directly on the page. (Because this is a draft, you can scribble notes on it, cross things out, and mark up the page as much as you would like.)
Read one paragraph at a time and write the main idea of each paragraph in the margins of your paper. Remember that the main idea of the introductory paragraph should be the thesis statement (the last sentence of that paragraph).
Click on the following tab to analyze the effectiveness of your topic sentences, the evidence that supports the thesis statement, and your analysis of the evidence. You will need to do this for each body paragraph.
Topic Sentences
The next step is to analyze the topic sentences* of your body paragraphs. You should be able to answer "yes" to the following questions:
Do I have a topic sentence at the beginning of each body paragraph?
Do my topic sentences relate back to the thesis statement?
Evidence
The next step is to look closely at the evidence* that you are using in your essay. You should be able to answer "yes" to the following questions:
Do I have primary evidence? (Primary evidence is the main evidence that will be used to support the thesis statement.)
Have I selected relevant and convincing evidence?
Do I have enough evidence to support my thesis statement?
Does my evidence fulfill the requirements for the essay?
Does each select.
Připravujete svůj první vědecký článek v anglickém jazyce? Umíte si poradit s abstraktem? Rádi byste získali lepší kompetence v tom, jak by měl být článek strukturován? Potřebujete vědět, které části odborného textu jsou klíčové pro čtenáře, které pro recenzenty? Chcete se vyvarovat chyb, které se opakovaně v cizojazyčných vědeckých článcích vyskytují? Pak byl právě pro vás určen seminář, který vedl zkušený lektor akademického psaní v angličtině z Centra jazykové přípravy MU PhDr. Robert Helán, Ph.D.
ENV330 Ecotopia Project Guidelines The Ecotopia PrTanaMaeskm
ENV330
Ecotopia Project Guidelines
The Ecotopia Project consists of two phases, (I) a group presentation, and (II) an individual research
paper.
I. Group Presentation
In the group presentation, students will collaborate to create an ecologically-sustainable society. The instructor
will randomly place students into groups named after the six major biomes:
1. Temperate Deciduous Forest
2. Temperate Grassland
3. Northern Coniferous Forest
4. Tropical Rain Forest
5. Tropical Grassland
6. Tundra
Each group will create a PowerPoint presentation to be shared with the class. Groups should think of a
creative name for their society (for example “Green Paradise”). Each participant should prepare at least two
slides for each responsibility (“secretariat/cabinet position”) in their portfolio (group of cabinet responsibilities).
Each group should begin their presentation with a brief description of their biome. The presentation should
include some collaborative slides that explain overall themes and ideas, in addition to the slides created by
each member to cover their particular cabinet responsibilities. The presentation should also include
introductory and concluding slides.
Individual group members will be responsible for several aspects of creating their sustainable society within
the biome—their portfolio. (For the second part of the project, each individual will write a research paper on
their portfolio of responsibilities.) Since everything in nature and the environment is connected to everything
else, each individual will need to coordinate and negotiate the details of how the entire sustainable society will
be created. For example, the geography, ecology, and weather conditions of the biome will determine which
sustainable forms of renewable energy should be used in that society. The type of energy used will determine
waste and ecological protections necessary. For example, if you use nuclear energy, then you will have to
figure out how to deal with radioactive waste for tens of thousands of years! Moreover, your agricultural,
fishery, and livestock decisions will impact your land use planning, waste recycling, food supply, and ocean
ecosystem health, and your policies regarding global climate change will impact environmental security.
Ecotopia cabinet positions (responsibilities): Students are responsible for their portfolios and coordinating
with other members of their teams to make sustainable decisions in their biome. There will be overlapping
responsibilities and concerns. You can form ad hoc task forces to negotiate sustainable solutions.
Equally divide up the following cabinet positions into portfolios. Each student will have several cabinet
positions in their portfolios. Negotiate within your group for your choices of positions. All cabinet positions must
be filled:
1. Secretary of Sustainable Energy
2. Recycling Czar (waste, toxic waste, nuclear waste, environmental hazards) ...
Připravujete svůj první vědecký článek v anglickém jazyce? Umíte si poradit s abstraktem? Rádi byste získali lepší kompetence v tom, jak by měl být článek strukturován? Potřebujete vědět, které části odborného textu jsou klíčové pro čtenáře, které pro recenzenty? Chcete se vyvarovat chyb, které se opakovaně v cizojazyčných vědeckých článcích vyskytují? Pak byl právě pro vás určen seminář, který vedl zkušený lektor akademického psaní v angličtině z Centra jazykové přípravy MU PhDr. Robert Helán, Ph.D.
Running head YOUR PAPER TITLE 1YOUR PAPER TITLE HERE 2.docxrtodd599
Running head: YOUR PAPER TITLE 1
YOUR PAPER TITLE HERE 2
Your Paper Title
Your Name
Date
Class Name and Section
Dr. Kahlib Fischer
Defining the Problem Comment by Fischer, Kahlib: One paragraph.
May
Biblical guidelines and principles
Constitutional guidelines for federal and state involvement
Can
Political Feasibility Comment by Fischer, Kahlib: One brief paragraph for each of these.
Financial feasibility
Practical feasibility
Should Comment by Fischer, Kahlib (Helms School of Government): Provide a summary of the key ideas of your analysis in support of your position. Must be based on the “May” and “Can” analysis. Offer a recommendation based upon the analysis.
References Comment by Fischer, Kahlib: List your sources in APA format below.
PADM 550
Policy Briefs Instructions
For Modules/Weeks 3–7, you are expected to submit a 1 1/2–2-page paper (not including the title page, abstract, and reference page) in current APA format in which the May-Can-Should model is applied in the context of the policy focus in the assigned module/week. Be certain to emphasize a focused analysis of a particular issue chosen from the broader policy concentration for the assigned module/week. You must include citations from:
1. all of the required reading and presentations from the assigned module/week
2. all relevant sources from Modules/Weeks 1–2 (especially the "Biblical Principles of Government" article), and
3. 3–5 outside sources. NOTE: These sources should be focused on the problem and the piece of legislation, and you may find that you need more than just 3-5 sources to adequately research and discuss these items.
4. Please feel free to use the following link for the purposes of additional research.
Students often struggle with keeping the analysis needed for these policy briefs to just 2 pages of content at most (not counting the title page and references), and it can be hard to see past one's choice of wording to discover that there are indeed many ways to say the same thing with less words. Attached are "before and after" samples of the same policy brief; the first was too long and includes edits of how to shorten it, and the second shows the finished product at 2 pages. Review these before writing your first policy brief.
NOTE: the sample briefs are not perfect in every respect in terms of following the "May-Can-Should" analysis. It is mean to show you how to be more concise in communicating ideas.
Submit the appropriate assignment by 11:59 p.m. (ET) on Sunday of the assigned module/week.
Ecologists have long endeavored to improve ecologi-cal literacy. This goal goes beyond informing stu-
dents about environmental issues: one must excite their
interest in ecological science, regardless of whether or
not they intend to pursue the more advanced technical
and mathematical education that modern ecology
requires (Golley 1998). The challenge is to motivate
people to tackle difficult ecological problem.
1. James Arruda, York University
Brett Dolter, York University
1
Canadian Contributions to the Ecological Economics Journal
The early foundation of ecological economics debuted with Georgescu-Rogen’s
breakthrough analysis of thermodynamic laws in economics in the late 1960s and early
1970s (G-R, 1966 & 1971). It took over fifteen more years for this new school of thought
to become institutionalized (Røpke, 2004)1. In 1988, the International Society of
Ecological Economics (ISEE) was established and, a year later, the first volume of
Ecological Economics was published. The Elsevier company published the 2014 journal
metrics2 describing the impact of the journal in the academic sphere. For instance, in
comparison to the Journal of Environmental Economics and Management, Ecological
Economics has a greater general impact on other journals (Appendix A).
Within ISEE there are 10 affiliated regional societies across the world3, including
the Canadian Society of Ecological Economics (CANSEE)4. The Canadian society was
first established in October 1993, during a conference at the University of Ottawa
(CANSEE, March 1995). The society’s charter was written as follows,
Recognizing that economies are embedded in and dependent upon the
ecosphere, and that economic activities are the most evident and pervasive
aspect of that dependence, the Mandate of CANSEE/SCANEE is to develop
and promote understanding of the nature and implications of this
dependence through research, education, policy analysis, communication,
and other means (CANSEE, March 1995).
The first CANSEE president was Peter Victor (York University, Toronto), who was
then followed by William E. Rees (University of British Columbia, Vancouver), elected
during the first meeting of the society. The very first biennial meeting of CANSEE, held
at Simon Fraser University (Vancouver, British Columbia), in September 1995, brought
around 40 students and ecological economists together to discuss about ‘Ecological
Economics and Canadian Public Policy’ (CANSEE, Nov. 1996). This conference also
included “several open space discussion, and a well-attended meeting on ecological
1
For a detailed historical description of early ecological economics, please refer to Inge Røpke(2004).
2
The journal metrics of Ecological Economics were retrieved online on August 20th
, 2015, from
http://www.journals.elsevier.com/ecological-economics/
3
Information retrieved on August 20th
, 2015, from http://www.isecoeco.org/about/regional-societies/
4
CANSEE also has a french counterpart representing members from Québec and other francophone parts of Canada:
Société Canadienne pour L’Écologie Économique (SCANÉÉ). For more information, please visit
http://www.cansee.org/societe-canadienne-pour-leconomie-ecologique-scanee-invigorating-the-cansee-francophone-2/
2. James Arruda, York University
Brett Dolter, York University
2
economics research, education and curriculum issues in Canada” (CANSEE, Winter
1996). Twenty years later, CANSEE has organized 10 conferences, including the
(upcoming) conference in October 2015. Moreover, since the first publication of the
Ecological Economics journal in 1989, Canadian contributions to the journal have
amounted to 198 articles, not including book reviews, which amounts to approximately 7
contributions per year, and represents about 3.82% of all 5’175 articles in the journal.5
In this paper, I conduct a statistical meta-analysis of Canadian contributions to the
Ecological Economics (EE) journal, in order to understand the magnitude of ecological
economics research produced in Canada since 1989.
After collecting all the titles and keywords of the Canadian contributions, I
produced quantified representations of the important themes for Canadian ecological
economists (from October 1989 [Volume 1, issue 1] to October 2015 [Volume 118]). I
have also created fourteen categories of EE major themes, in order to understand the
general themes of Canadian ecological economics research. As a method of
representation, I have used simple graphics like word clouds to illustrate the
contributions.
Methodologies
For this research, a Canadian contribution to EE is determined by the origin of the
authors’/author’s institution corresponding to the article published in the Ecological
Economics journal. Hence, if an article has at least one author from an institution within
Canada, the article will be counted as a Canadian contribution.
The only set of Canadian contributions that I did not analyse was the book review
articles, since the titles of the book reviews are the books’ titles as well. Also, there are
no keywords available for these articles. Moreover, I did analyse the “Call for papers”
articles, since they are useful descriptors of trends in journals. Therefore, I exclude the 33
book reviews of Canadian origin, which reduces the total number of Canadian articles to
198, instead of 231.
5
When you include Book Reviews the average is 11 contributions per year or about 4.5% of the article totalin
Ecological Economics.
3. James Arruda, York University
Brett Dolter, York University
3
I encountered certain difficulties when gathering and analysing the data. For
instance, Science Direct6 does not automatically categorize the origin(s) of the articles,
and does not provide the absolute count of articles in the journal. Consequently, much of
my time was spent on manually reviewing the origin of every single article, which
increases the possibility of small errors in my data. Second, a small number of articles did
not have keywords. Third, the 2015 data collection is not over yet. The November and
December of 2015 volumes have not yet been published. Also, the 2015 October volume
is not yet fully completed. Finally, not all (Canadian) EE articles are published within the
Ecological Economics journal. In other words, my analysis does not capture all of the
Canadian contributions to the discipline of EE. There are many instances where scientists
and scholars write outside their specific sphere of interest in order to share and discuss
their research with other researchers. Since EE is transdisciplinary, it may not be
surprising that a large amount of its research is developed within other journals. For
instance, the Canadian ecological economist William E. Rees has published many articles
on EE for other journals and in books (Rees, 2013; Moore et al., 2013). Due to the
aforementioned issues, this paper should not be taken as a complete inventory of
Canadian contributions to the discipline of ecological economics. It is, however, a
thorough account of Canadian contributions to the Ecological Economics journal.
Title Words, Keywords, and Key Terms
The most commonly used method to study titles is by collecting and studying the
‘substantive’ words in the titles (Yitzhaki, 1997). Hence, based on Yitzhaki (1997, p.
222) in order to correct for irrelevant, “trivial” and “non-significant” words, I deleted all
conjunctions, articles, prepositions, pronouns, and auxiliary verbs. I also deleted all
adverbs and numbers from the data. I used the same methodology for the keywords.
The following bullet points describe three analytical categories of the words used
by the Canadian articles, which I will later analyse.
Title words: every single term from the titles of every collected Canadian article from
the EE journal.
6
I used the following website to collect the data: http://www.sciencedirect.com/science/journal/09218009
4. James Arruda, York University
Brett Dolter, York University
4
Key terms: every single term from the keyword sections provided by the Canadian
collected article.
Keywords: every single word from the keyword section. Keywords are defined as
composite words between the semi-columns. For example, there are two key terms
but only one keyword in “sustainable development”.
This part demonstrates which words or terms are the most commonly used by
Canadian ecological economists.
Major Themes
Since published articles in journals are not categorized with regards to their
general respective topic, I produced a list of 15 major themes: Valuation; Policy;
Conservation and environmental/resource management; Ecological economists and other
academics; Sociology; Modelling; Business and finance; History and politics;
Environmental Kuznets Curve (EKC); Sustainability; Feminism; De/Growth; Indicators;
Behaviour; Education. Although these themes were created from an attentive review of
each Canadian EE abstract, this analysis is still subjective since the categories are solely
based upon my understanding and knowledge of the articles. Appendix B provides a
clearer description of each theme, by listing the important words depicting the themes in
the Canadian articles.
Canadian contributors to the Ecological Economics Journal
Although some of the contributors in the data I collected are not necessarily
Canadian, this research will consider all researchers related to a Canadian institution as a
Canadian contributor. This section will depict the authors who have contributed the most
to the Ecological Economics journal.
Provincial, University & Institutional Contributions in Canadian Ecological Economics
For each article that I have collected and analysed, there is at least one Canadian
contributor. However, in many cases, certain articles have more than one Canadian
contributor. Moreover, certain articles also have more than one provincially and/or
institutionally represented contribution. Finally, there are more ecological economics
5. James Arruda, York University
Brett Dolter, York University
5
contributors (in terms of provincial and institutional origins) than ecological economics
articles in the journal. Hence, I have kept and compiled the provincial and institutional
origin for each Canadian article.
If for one article there are two different provincial or institutional origins, then I
will count that as two provincial or institutional contributors. The same goes if the
province or institution is the same. If for one article there are two provincial or
institutional origins that are the same, then there are two provincial or institutional
contributors.
By categorizing each Canadian provincial, university and institutional
contribution, we can answer the following questions: Which Canadian provinces,
universities and institutions have the most representation in the Ecological Economics
journal?
Publishing Years of the Canadian Contributions to Ecological Economics
I have also calculated the number of Canadian articles published per year, from
1989 to 2015. In this manner, we can follow the 25-years old history of Canadian
ecological economics.
Findings and Discussion
Researchers read articles in order to “formulate new ideas” and to stay “abreast of
the latest developments in their field” (Gross, 2009, p.457). Titles are a very important
feature for scientific and scholarly articles for grabbing the reader’s attention and
providing a “short glimpse” of the article’s content (Yitzhaki, 1997). Based on Gross et
al. (2009), most scientific titles either present the “major claim”, the “problem to be
solved”, or the general theme of the paper.
In the case of the collected Canadian titles, the variety of words used by the
Canadian authors is quite large. In fact, there were 1526 substantive words7 used in the
198 Canadian ecological economics titles. Therefore, the Canadian titles have a good
degree of ‘informativity’, at around 7.7 substantive words per article title, on average.
7
Between, 1989 and 2015, there were 877 different substantivewords used in Canadian ecological economics titles.
This is about four substantivewords per Canadian article title, on average.
6. James Arruda, York University
Brett Dolter, York University
6
The average ‘informativity’ degree of leading sciences, social sciences and humanities
journals, between 1980 and 1990, was respectively 8.15, 7.3, and 5.28 (Yitzhaki, 1997,
p.226). The ‘Author Information Pack’ of the Ecological Economics journal informs the
author that the title of their new submission should be “concise and informative” (ISEE,
n/a, p.8). Hence, in comparison with Yitzhaki’s (1997) findings, the results from my
research indicate that Canadian articles in the Ecological Economics journal inform the
reader/researcher well, while staying concise. There are, however, issues when
comparing one journal to a cluster of leading-journals of the 1980s.
Based on the titles of the Canadian articles, the top three most utilized words are
‘environmental’, ‘ecological’, and ‘economics’. Although the words ‘economics’ and
‘economic’ have different definitions and usage, we can easily assume that both share
similarities. If both words were taken as the same word, then ‘economic(s)’ would
represent 2.3% of the Canadian title words (Table A). However, each title word collected
represents a small share of the title words used by Canadian ecological economists.
Word Cloud: Top Canadian Ecological Economics Title Words
7. James Arruda, York University
Brett Dolter, York University
7
Top Canadian Ecological Economics Title Words (Table A)
Title Words
Title Word
Counts
%
Cumulative
%
1. environmental 33 2.16% 2.16%
2. ecological 21 1.38% 3.54%
3. economics 19 1.25% 4.78%
4. ecosystem 18 1.18% 5.96%
5. economic 16 1.05% 7.01%
6. services 16 1.05% 8.06%
7. forest 14 0.92% 8.98%
8. management 14 0.92% 9.90%
9. analysis 13 0.85% 10.75%
The International Society for Standardization (ISO, 1985, quoted in Alonso-
Arroyo et al., 2007, p.1175) defines keyword(s) as “a word or group of words, possibly in
lexicographically standardized form, taken out of a title or of the text of a document
characterizing its content and enabling its retrieval”. The ‘keywords’ guideline of the
Ecological Economics journal requires a “maximum of six keywords [for every submitted
article], using British spelling and avoiding general or plural terms and multiple
concepts” (ISEE, n/a, p.9).
As mentioned in the methodology section, I have analysed the top terms and
words of the keywords used in Canadian ecological economics keywords. As depicted by
Table B and C, there are no dominant key terms and keywords. For every Canadian EE
article, there are about 8.14 key terms and about 4.54 keywords, on average. However,
since 22 different Canadian articles in the journal do not have keywords8, the latter results
would be relatively larger if those articles were not accounted for.
8
There are no official indications as to why certain journal articles do not have keywords.
8. James Arruda, York University
Brett Dolter, York University
8
Word Cloud: Top Canadian Ecological Economics Key Terms
Top Canadian Ecological Economics Key Terms (Table B)
Key Terms
Key Term
Count
% Cumulative %
1. environmental 50 3.10% 3.10%
2. valuation 29 1.80% 4.90%
3. management 21 1.30% 6.20%
4. ecosystem 21 1.30% 7.51%
5. economic 20 1.24% 8.75%
6. services 17 1.05% 9.80%
7. policy 16 0.99% 10.79%
8. conservation 16 0.99% 11.79%
9. ecological 15 0.93% 12.72%
10. change 15 0.93% 13.65%
9. James Arruda, York University
Brett Dolter, York University
9
Word Cloud: Top Canadian Ecological Economics Keywords
Top Canadian Ecological Economics Keywords (Table C)
Keywords
Keyword
Count
% Cumulative %
1. Ecosystem services 10 1.11% 1.11%
2. Valuation 8 0.89% 2.00%
3. Conservation 8 0.89% 2.89%
4. Sustainability 8 0.89% 3.78%
5. Climate change 8 0.89% 4.67%
6. Environmental policy 5 0.56% 5.23%
7. Natural capital 5 0.56% 5.78%
8. Environmental kuznets curve 5 0.56% 6.34%
9. Evaluation 4 0.44% 6.79%
10. Indicators 4 0.44% 7.23%
11. Sustainable development 4 0.44% 7.68%
12. PES9
4 0.44% 8.12%
13. Environmental valuation 4 0.44% 8.57%
9
PES: Payments for EcosystemServices
10. James Arruda, York University
Brett Dolter, York University
10
While the previous title words and keywords demonstrate that there is diversity in
Canadian ecological economics, the analysis of major Canadian themes suggests
otherwise. Out of the 16 Canadian EE themes, Conservation, Environment/Resource
Management (‘CERM’) and ‘Valuation’ encompasses about 57% of all Canadian EE
articles. Table D demonstrates that Canadian ecological economics focuses on three
topics, but barely discusses ‘Feminism’, ‘Education’, ‘Sociology’ and ‘Indigenous
studies’.
Word Cloud: Major Themes in Canadian Ecological Economics
Major Themes in Canadian Ecological Economics (Table D)
Themes
Article
Count
% Cumulative %
1. CERM 60 30.30% 30.30%
2. Valuation 53 26.77% 57.07%
3. Policy 32 16.16% 73.23%
4. Modelling 10 5.05% 78.28%
5. Sustainability 7 3.54% 81.82%
6. Business and finance 7 3.54% 85.35%
7. EKC 6 3.03% 88.38%
8. De/Growth 4 2.02% 90.40%
9. Behaviour 3 1.52% 91.92%
10. History and politics 3 1.52% 93.43%
11. Ecological economists and others10
3 1.52% 94.95%
12. Indicators 3 1.52% 96.46%
13. Feminism 2 1.01% 97.47%
14. Education 2 1.01% 98.48%
10
The term ‘others’ refers to non-ecological economics academics.
11. James Arruda, York University
Brett Dolter, York University
11
15. Sociology 2 1.01% 99.49%
16. Indigenous studies 1 0.51% 100.00%
Contributions to the Ecological Economics journal have come from all provinces,
except Prince Edward Island and the three territories. However, Table E shows that more
than 80% of all Canadian EE articles originate from three provinces, British Columbia,
Ontario and Québec. British Columbia’s EE contribution represents almost half of all the
Canadian EE articles. Moreover, British Columbia’s contributions amount to the total
sum of Ontario and Québec’s contribution to the Ecological Economics journal. On the
other hand, the four Canadian east coast provinces only represent around 6% of Canadian
contributions to the journal.
These numbers may be related to the relative number of residents per province, or
even to the presence of top-tier research universities in the three most populous
provinces. Table F below explores this possibility further.
12. James Arruda, York University
Brett Dolter, York University
12
Word Cloud: Provincial Representation in Ecological Economics
Provincial Representation in Ecological Economics11 (Table E)
Province
Article
Count
% Cumulative %
Is EE Taught in at least one
University/College?
(Nagy, 2013)
1. British Columbia 132 41.38% 41.38% Yes
2. Ontario 71 22.26% 63.64% Yes
3. Québec 61 19.12% 82.76% Yes
4. Alberta 21 6.58% 89.34% No
5. Nova Scotia 9 2.82% 92.16% Yes
6. Manitoba 7 2.19% 94.36% No
7. Saskatchewan 7 2.19% 96.55% Yes
8. New Brunswick 7 2.19% 98.75% No
9. Newfoundland 3 0.94% 99.69% Yes
10. Prince Edward
Island12 0 0% - No
CANSEE (Nagy, 2013) recently produced a report on Canadian universities and
colleges that offer ‘Ecological Economics’ as a course. Based on the list available from
the Association of Universities and Colleges across Canada (AUCC)13, “almost half of
Canada’s provinces and territories […] do not have a university or university degree-level
college offering an “ecological economics” course in any format” (Nagy, 2013, p.2).
While six provinces in Canada have at least one university teaching an ‘ecological
economics’ course, Alberta, Manitoba, New Brunswick and Prince Edward Island do not
(Nagy, 2013). The North West Territories, Nunavut, and Yukon do not have universities
or college represented by the AUCC (Nagy, 2013).
11
There is also one unrecognizable province, which I did not include in Table E. In other words, there was one article
that I could not recognize its provincial origin, but still accounts for 0.31% of all Canadian EE articles.
12
As mentioned earlier, there are no Canadian EE articles in the Ecological Economics journal originating from Prince
Edward Island, or any of the three territories in Canada.
13
For more information, visit http://www.aucc.ca/
13. James Arruda, York University
Brett Dolter, York University
13
The results presented in Table F depict British Columbia as a major provincial
center for Canadian EE. In fact, out of the 32 different Canadian universities, which have
contributed to the journal, about 37% of the Canadian articles originate from universities
in British Columbia. The heavy concentration of Canadian EE articles in British
Columbia is a great strength for the province, and may be associated with B.C.’s
environmentally progressive culture; for example, the province is the first to have
established a revenue-neutral carbon tax.
Word Cloud: Canadian University Representation in Ecological Economics
Canadian University Representation in Ecological Economics (Table F)
University
Article
Counts
% Cumulative %
Is there at least
one EE course?
(Nagy, 2013)
1. University of British Columbia 57 21.11% 21.11% Yes
2. McGill University 32 11.85% 32.96% Yes
3. Simon Fraser University 24 8.89% 41.85% Yes
4. University of Victoria 20 7.41% 49.26% No
5. York University 15 5.56% 54.81% Yes
6. University of New Brunswick 15 5.56% 60.37% No
7. University of Toronto 14 5.19% 65.56% No
8. University of Alberta 14 5.19% 70.74% No
9. University of Guelph 13 4.81% 75.56% No
The EE contributions from Canadian institutions (and research groups) represent
about 15% of all Canadian contributions to the journal, while Canadian universities share
75% of the contributions. Although the Group for Research in Decision Analysis
(GERAD) has written the most Canadian EE articles, its contributions only represent
14% of all Canadian articles written by institutions in Canada (Table G). The share of
Canadian EE written by Canadian institutions is well shared between the 23 different
institutional contributors.
14. James Arruda, York University
Brett Dolter, York University
14
Canadian Institutional Representation in Ecological Economics (Table G)
Institution Counts % Cumulative %
1. Group for Research in Decision Analysis 7 14.00% 14.00%
2. Ruitenbeek Resource Consulting Limited 6 12.00% 26.00%
3. Decision Research 6 12.00% 38.00%
4. Compass Resource Management 3 6.00% 44.00%
5. EcoPlan International Inc. 3 6.00% 50.00%
6. Natural Resources Canada 3 6.00% 56.00%
7. Environment Canada 3 6.00% 62.00%
8. Statistics Canada 2 4.00% 66.00%
9. 'Unrecognizable institution' 2 4.00% 70.00%
Based on the 226 different contributors (whose article originates from Canada),
William E. Rees has written the most Canadian EE articles but still represents less than
3% of all Canadian contributions. This ratio demonstrates that although most Canadian
EE articles are written in British Columbia, the contributions spring from a multitude of
researchers and academics. As a matter of fact, the average number of articles written in
the journal by each EE contributor in Canada is about 1.43, while the median is 1. Hence,
there is a certainly a good deal of diversity of authorship within the Canadian EE articles.
Word Cloud: Individual Researcher Representation in Ecological Economics
15. James Arruda, York University
Brett Dolter, York University
15
Individual Researcher Representation in Ecological Economics (Table H)
Name Counts % Cumulative %
1. William E. Rees 8 2.47% 2.47%
2. Kai M.A. Chan 7 2.16% 4.63%
3. Jack H. Ruitenbeek 7 2.16% 6.79%
4. G. Cornelis van Kooten 6 1.85% 8.64%
5. Ussif Rashid Sumaila 6 1.85% 10.49%
6. Peter A. Victor 5 1.54% 12.04%
7. Robin Gregory 5 1.54% 13.58%
8. Shashi Kant 5 1.54% 15.12%
9. Jie He 5 1.54% 16.67%
10. Oliver T. Coomes 4 1.23% 17.90%
11. Terre A. Satterfield 4 1.23% 19.14%
12. Meidad Kissinger 3 0.93% 20.06%
13. Sarah C. Klain 3 0.93% 20.99%
14. Robert D. Cairns 3 0.93% 21.91%
15. B. James Deaton 3 0.93% 22.84%
16. Qi Feng Lin 3 0.93% 23.77%
17. Denis Cormier 3 0.93% 24.69%
Canadian contributions to the Ecological Economics journal grew in the past
decade relative to the first fifteen years of the journal. For instance, at the debut of the
Ecological Economics journal in 1989, only one Canadian EE article was published, but
at the peak of Canadian contributions in 2011, 18 Canadian-connected EE articles were
published. Moreover, while about 28% of Canadian EE articles were written between
1989 and 2003 around 71% were written in the following 12 years (Table I).
16. James Arruda, York University
Brett Dolter, York University
16
Number of Canadian EE Articles per Year (Graphic A)
* The 2015 list of Canadian contributions that I have collected is from January to October. Hence, the data collected for
2015 is not completed yet, and may not fully represent all Canadian contributions to EE.
Cumulative Percentages of Yearly Canadian Ecological Economics Articles (Table I)
Cumulative % ‘89-03 Cumulative % ‘04-present
28.79% 71.21%
Canadian contributions have grown with the Ecological Economics journal and on
average Canadian articles represented about 3.75% of articles per year in the Ecological
Economics journal from 1989-present.
Conclusion and Next Steps
We investigated Canadian contributions to the Ecological Economics journal,
from 1989 to October December of 2015. We have analysed different characteristics of
Canadian EE articles in order to qualitatively and quantitatively understand Canadian
contributions to the journal.
For instance, there are common words that EE articles usually use in their titles
and keywords, such as ‘environmental’, ‘ecological’, ‘valuation’, ‘economics’, and
1 0
3 2
4 3
1
4
6 6 7 7
4
6
3
9
11
13 14 13
7 8
18 17
8
12 11
0
2
4
6
8
10
12
14
16
18
20
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
17. James Arruda, York University
Brett Dolter, York University
17
‘ecosystem services’. However, there are no heavily-used words for the case of Canadian
articles, which contain a good degree of ‘informativity’ with regards to the article titles.
Our analysis also shows that about 78% of all Canadian EE articles fit within four
major themes: CERM, Valuation, Policy, and Modelling. To make this fact more
interesting, we should further examine how these popular Canadian themes fit within the
important themes in the EE literature, such as value pluralism, methodological pluralism,
and multi-criteria policy assessment (Erickson & Gowdy, 2005).
From the west to the east coast of Canada, EE articles are disproportionately
sourced, with more than half of all Canadian EE articles coming from 20% of Canadian
provinces (British Columbia, Ontario, and Québec). There are certainly many factors that
should be controlled, such as population and the location of the top research universities,
before determining the significance of the latter statistics. In the case of British Columbia,
37% of all Canadian EE articles are sourced from four of its universities. This leads us to
wonder whether the province is the intellectual core of EE in Canada. In terms of
individual researcher representation, the contributions are more evenly distributed. In
fact, the 226 different contributors (whose articles originate from Canada) have written
on average close to one article each. Hence, it demonstrates that the academic space for
young and new ecological economists is very open.
Finally, six years after the first and only Canadian EE article of 1989, the number
of Canadian articles in the journal has reached the double digits each year.
The next step for this research is to interview Canadian ecological economists
about the present and future of EE in Canada, and the world as well. In this manner, we
hope to inform the direction of Canadian ecological economics research into the future.
18. James Arruda, York University
Brett Dolter, York University
18
Appendices
Appendix A
Metric
Ecological
Economics
Journal14
Journal of
Environmental
Economics and
Management15
Description
Source
Normalized
Impact per Paper
(SNIP)
1.599 2.261
This SNIP unit represents “the number of
citations given in [2014] to publications in the
past three years divided by the total number of
publications in the past three years.” “SNIP
citations are normalized in order to correct for
differences in citation practices between
scientific fields.“16
SCImago
Journal Rank
(SJR)
1.616 2.636
SJR is referred to as a prestigious ranking that
works in the manner as SNIP. The difference is
that it accounts for both the quantitative and
qualitative impact of the journal.17
Impact Factor 2.720 2.394
This Impact Factor unit “is calculated by
dividing the number of citations [in 2014] to the
source items published in that journal during the
previous two years”18
.
5-Year Impact
Factor
3.929 2.923
This 5-Year Impact Factor unit is calculated in
the same manner as the Impact Factor. However,
its five year-range extension instead indicates
“the average number of times articles from a
journal published in the past five years have
been cited“19
.
Appendix B
Major Themes Descriptors
Environmental Kuznets Curve Environmental Kuznets Curve; EKC
(Environmental) Valuation
Wildlife valuation; Stated preference methods; National
accounting; Stakeholder valuation; Contingent valuation;
Social valuation; Compensation; Gender; Ecosystem
services; WTP-WTA; Recycling; Diversity; Agriculture;
Discounting; Data; Impact assessment; Shadow prices
Conservation,
Environmental/Resource
Management
Protected areas; Wildlife; Auctions; Tourism; Fishery
management; Co-management; Agriculture; Ecosystem
services; Forestry; Fossil fuels; Bioeconomy; Food; Public
awareness; Climate change; Carbon sequestration; Scarcity;
14
Data retrieved online on August 20th
, 2015, from http://www.journals.elsevier.com/ecological-economics/
15
Data retrieved online on August 20th
, 2015, from http://www.journals.elsevier.com/journal-of-environmental-
economics-and-management/
16
Citation retrieved online on August 20th
, 2015, from http://www.journalindicators.com/methodology
17
For more information, please refer to http://www.scimagojr.com
18
Citation retrieved online on August 20th
, 2015, from http://wokinfo.com/essays/impact-factor/
19
Citation retrieved online on August 20th
, 2015, from http://blogs.rsc.org/rscpublishing/category/impact-factor/
19. James Arruda, York University
Brett Dolter, York University
19
Pest invasion; Property; Gift economy; Environmental care
(Environmental) Policy
International agreements; Pollution control; Developing
countries; Investment in natural capital; Carbon credits;
Kyoto protocol Fisheries; (Re)distribution; Behaviourism;
Property rights/law; Clean Development Mechanism;
Politics
Ecological Economists and other
Academics
Aldo Leopold; William Vogt; Kenneth E. Boulding
Modelling
Transportation; GIS modelling; Regulated resource systems;
Neighbour effect; Negotiation/Mediation; Homo
Economicus; Game theory
Business and Finance
Insurance; Financial crisis and forest management; Financial
markets; Environment and firms
History and Politics History of ecological economics; Political ecology
Sustainability Sustainability
Feminism Feminism; Gender; Sex
De/Growth De/Growth; Low growth; No Growth
(Environmental and Economic)
Indicators
Atkinson index of inequality and GINI coefficient ;
Ecological footprint; Sustainable development; Measures of
diversity; Index of Captured Ecosystem Value; Water
Behaviour Ego; Empathy; Households
Education Sustainability; Climate change; (Modern) Prophecy
Sociology Sociology
Indigenous studies Indigenous
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