The analysis of the evolution of the location of economic activity in Portugal between 1890 and 1980 depicts a strong concentration of productive activity in the coastal regions. We estimate data for regional GDP per capita, which show that the evolution of regional inequality followed an inverted U-curve, in line with that observed in other regions of Europe, but with a rather late peak, in 1970. The reasons for this behaviour may be found in the limits to industrialisation in the interior regions and the benefits generated by the agglomeration economies in the more developed coastal regions. El análisis de la evolución de la localización de la actividad económica en Portugal, entre 1890 y 1980, nos muestra un fuerte proceso de concentración de la producción en las zonas costeras, coincidiendo con el proceso de decadencia de las provincias agrícolas del interior. A su vez, la evolución de la desigualdad espacial sigue una curva U-invertida, en la línea de lo observado en otras regiones de Europa, pero con el punto de máxima desigualdad hacia 1970, mucho más tarde que esas regiones. Las razones de ese comportamiento estarían en las dificultades que tuvo el país para modernizar la economía en aquellas regiones más atrasadas, sobretodo la industria, y las ventajas que generaron las economías de aglomeración en las regiones más desarrolladas.

This paper analyses the impact in Catalonia of the grape Phylloxera plague in Europe (1865–90). A statistical model is used to analyse the economic resilience of 35 districts in Catalonia to this external ecological and economic shock, and to explain why districts in the provinces of Barcelona and Tarragona resumed growing wine grapes after the plague, in contrast to districts in Girona and Lleida provinces. The opportunity cost of labour, the demand pull of Barcelona's commercial growth, and the agro‐climatic suitability of land for growing grapes are used to explain the differing capacities of districts to endure the Phylloxera plague in Catalonia.

We present a model of vine-growing specialization that explains the key agricultural change carried out before and throughout the Catalan industrialization. The results confirm the role played by a “Smithian” market-pull force exerted from the Atlantic demand, together with the “Boserupian” population-push on land-use intensification. They jointly put in motion a process of opening and closing of an inner frontier of vineyard planting, whose local impact was conditioned by the agro-ecological endowments as well as to the different levels and trends of income inequality. Vineyard planting gave rise to less inequality up to the 1820s, but it grew again afterwards.

The new estimates of the Maddison Project show that GDP per capita ratio at purchasing power parity (ppp) between Bolivia and Finland has changed from 0.68 ca. 1850 to 0.16 in 2015; similarly, that between Chile and Norway from 0.65 to 0.28. The aim of this article is to present a review of the literature and available quantitative evidence to understand how these extreme differences became possible between countries with similarly enormous natural resource endowments. Specifically, the article seeks to: (a) identify some stylized facts that may help understand the divergence between Andean and Nordic countries; (b) identify key historical processes that explain the divergent effect of natural resource abundance in Andean and Nordic economies. In order to achieve these objectives, four topics are covered: GDPpc, population, trade and taxation. The analysis comprises three Nordic countries (Finland, Norway and Sweden) and three Andean countries (Bolivia, Chile and Peru) from the mid-Nineteenth Century to present day. The sample size, time span covered and thematic approach provide new evidence regarding previous work.

This paper assesses whether the disruption of world trade, protectionist policies and industrial growth that dominated South American economic history from 1912 to 1950 permitted an increase in intraregional trade. The paper demonstrates that during this period intraregional trade reached some of the highest levels of the entire 20th century. These levels have since receded. With the exception of some Brazilian exports, most of intraregional trade had the same features as global trade during this period: a high concentration on few products of very low value-added. These main findings suggest that, in contrast with other global experiences, intraregional trade did not directly support industrialization in South America during the first half of the 20th century. This resembles similar results from other Latin American studies, which remark that, beyond the rhetoric of regional integration and the signature of different trade agreements, few changes in the character of interregional trade emerged from the 1950s to the late 1980s (see Bulmer-Thomas (2003) and Devlin and Estevadeordal (2001)). In a time when intraregional trade is again at the forefront of the economic strategy of most South American countries (see Devlin and Ffrench-Davis (1999); Devlin and Estevadeordal (2001), and ECLAC (2011)), this finding certainly demands further study and explanation.

Purpose: Functionality of feedback in pedagogical processes has been broadly analyzed in face-to-face learning, although to a lesser extent than in the on-line learning. Narciss (2004, 2008) distinguishes two dimensions within the feedback, the semantic dimension and the structural dimension. This article aims to analyze, from the student’s perspective, the semantic dimension of feedback in a virtual learning environment (VLE). Firstly, we analyze the importance that VLE students give to feedback and its degree of personalization. Later, the usefulness that students deem feedback should have, paying special attention to each of its semantic subdimensions (Narciss, 2004). Design/methodology/approach: A survey was conducted among students of Business Administration degree of the Universitat Oberta de Catalunya (UOC). 182 students took part, separated into two groups (pilot and control). Findings: It has been proved that 90% of students give a great or very great importance to reception of feedback from their tutors, a relevance they consider to be higher than the one within a face-to-face environment. This percentage is around 75% with regard to the importance given to the level of personalization of feedback. The development of a factor analysis has revealed that usefulness of personalized feedback perceived by the students can be subsumed under two large dimensions: the one that facilitates learning (related to its semantic dimension) and the motivational one (by allowing an easier and more fluid communication with the tutor, contributing not to leave the course, etc.) The latter dimension has been also proved to be key in order to attain improvements in the students’ satisfaction with the learning process. This research was funded by the Catalan government and the UOC, within the framework of projects to Improve Teaching Quality (ITQ). Originality/value: Implementing personalized feedback has a relevant impact on the student, who values it because it makes his learning process easier, richer and more significant. Moreover, it has a clear motivational effect over the student, which had not been sufficiently evidenced by other researches. Such effect needs not to be underestimated, particularly within an on-line environment, where dropout rate is usually high.