Input-output and the firm: Some comments
Morrison W. I. (1973) Input-output and the firm: Some comments, Reg. Studies 7, 253–256. This paper continues the debate started by Tiebout and continued recently in Regional Studies by Hewings and Greytak, who both suggested that a method originally proposed by Tiebout could be used to integrate an individual firm into a regional input-output table. Tiebout's approach is considered in some detail, and a number of critical comments are made. It is shown that Tiebout's method was not intended for use in the way Hewings intimated, and, consequently, many of Greytak's criticisms become less important. Finally, it is suggested that an iterative approach to the Leontief inverse is often most suitable in impact studies.
The Impact of Steel upon the Greater New York-Philadelphia Industrial Region
For a long time the inadequacy of the traditional Weberian agglomeration analysis1 has been fully recognized. Palander, in particular, has pointed up its shortcomings.2 More recently, a fresh and more general approach has been made by P. Sargant Florence and others.3 This approach, primarily an attempt to identify from processed census data meaningful geographical associations in industry, of necessity does not concern itself with the development of a theoretical framework.4
Using Activity Theory in Developing Instructial Tools for Project Management Studies
Competence and skills of the project manager are significant to project success. The skills needed in project managersâ work cannot be learned only by reading the books or a lecture hall; one learns them by practice. Therefore, an important challenge for educational institutions is to develop pedagogical practices that allow students to participate in working life projects and to confront real-life problems. Project-based learning (PBL) offers a model that enables students to practice the skills and competences needed in working life projects by utilizing real-world work assignments in time-limited projects. Using PBL method alone does not necessarily guarantee learning result. In order to be successful, PBL method requires effective and competent supervision and guidance of students as well as appropriate tools for instruction. In this study the concepts from activity theory (AT) are applied to development tools for supervising project-based learning.