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Contact information:
Center for Activity Theory and Developmental Work Research
Department of Education
P.O. Box 26 (Teollisuuskatu 23)
FIN-00014 University of Helsinki
Finland
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Journal Articles
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| 2000 |
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Virkkunen, J. & Kuutti, K. (2000). Understanding organizational learning by focusing on ”activity systems”. Accounting Management and Information Technologies. 10 (2000), 291-319. |
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| 1999 |
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Engeström. R. (1999). Imagine the world you want to live in: A study on developmental change in doctor-patient interaction. OUTLINES, 1, 33–50. |
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| 1999 |
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Heikkinen, S., Silvonen, J. & Simola, H. (1999). Technologies of Truth: Peeling Foucault's Triangular Onion. Discourse, 20 (1), 141-157 |
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| 1999 |
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Haavisto, V. 1999. Sovinnot ja tuomioistuintyön muutos. [Settlement and change in court work] Lakimies 97: 1, 21-42. |
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| 1999 |
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Miettinen, R. (1999). The riddle of things. Activity theory and actor network theory as approaches of studying innovations. Mind, Culture, and Activity, 6, 170-195. |
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| 1998 |
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Miettinen, R. (1998). Object construction and networks in research work: The case of research on cellulose degrading enzymes. Social Studies of Science, 38, 423-463. |
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| 1997 |
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Launis, K., Niemelä, A-L., Kantola, T. (1997). Muutos ja työhön liittyvä hyvinvointi. TYÖKYKY 1997. Kehittävä työntutkimus sosiaali- ja terveydenhuollossa. pp. 70-73. Multiprint. Oulu. |
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| 1996 |
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Engeström, Y., Virkkunen, J., Helle, M., Pihlaja, J. & Poikela, R. (1996). The Change laboratory as a tool for transforming work. Lifelong Learning in Europe, 1(2), 10-17. |
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| 1996 |
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Miettinen, R. (1996). Theories of invention and an industrial innovation. Science Studies, 9, 34-48. |
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| 1996 |
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Virkkunen, J. (1996). Työpaikkatarkastuksen ristiriidat ja niiden ylittämisen mahdollisuudet. [Inner Contradictions in Workplace Inspections and the Prospects for Overcoming Them]. Psykologia, 4(96), 260-264. |
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| 1995 |
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Nieminen, M. & Tuunainen, J. (1995). Koulutus ja tasa-arvo [Education and equality]. Kanava, 23: 7, 428-429. |
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| 1995 |
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Engeström, R. (1995). Voice as communicative action. Mind, Culture, and Activity, 2, 192–215. |
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