University
of Washington
Geography
207 (Professor
Harrington)
ASSIGNMENT: Examples
of Economic Geographic Principles
How do our economic geographic principles "look" in "the real world"?
-
Do location rent levels really decline with distance from a point of maximum
accessibility?
-
Do location rent gradients really flatten as the costs of transportation
fall?
-
Does the intensity of agricultural land use really fall, as we move farther
from major markets?
-
Does interaction really decline with distance between the origin and destination,
and increase with the size of the origin and/or destination?
-
Does interaction increase as the cost of transportation falls?
-
Can we really distinguish transportation networks according to their degree
of connectivity?
-
Does the size of a regional economy increase in proportion to growth in
the economic base?
This assignment asks you to
-
state a principle we cover in this class,
-
explain how you would like to illustrate it with
empirical information (information drawn from actual observation),
-
explain the source of your information,
-
present the relevant information, and
-
conclude whether or not it supports the principle.
You are to write two of these examples during the quarter;
these are two of the four graded exercises, at 10 points each (out of the
quarter's 100 points). Each example should be 2-3 double-spaced,
typed pages: about 750 words. You should submit one by Thursday
27 April, and the second by Thursday 25 May. See the syllabus
for the grading and tardiness policies for the class. You'll be graded
on the clarity and reasonableness of each of the five components above,
as well as on your grammar and spelling. (Spelling is easy:
use a spell-check facility on your software, and be careful about homophones
[see note 1]).
You might devote a paragraph to each of the components:
1. State and define the principle, concept, or relationship
that you're illustrating. You should be able to get this from your
lecture notes, the on-line notes, or one of the text books. Possible
principles include:
-
distance decay;
-
the negative relationship between location rent (define) and distance (from
what?);
-
the expectation that location-rent gradients (define) become less steep
if transportation costs fall;
-
the expectation that agricultural land uses become less dense, further
from major markets;
-
the relationship between the amount of interaction (of a specified type)
between two places and the size of the two places as well as the distance
between them;
-
the expectation that there is a regularity between the size class of city
(<10,000; 10,000-100,000; 100,000-500,000; 500,000-1,000,000;
>1,000,000) and the number of cities in that size class in any given territory;
-
a proportional relationship between the size of a regional economy and
the size of its economic base (define).
2. Explain how you would like to illustrate it with empirical
information.
-
Relate the amount of interaction (of a specific type: migration?
number of airline flights per day? number of long-distance buses
per day?) between Seattle (or some other place) and several other places,
where you know the sizes and distances of those other places.
-
Compare the amount of retail activity at two different stores (or shopping
centers) to the size of the stores, their distance from competitors, and
the total income of their major market areas.
-
Relate the location rent for the same activity within a metropolitan area
to the distance from the point(s) of maximum (or high) accessibility.
3. Explain the source of your information, any concerns about
the information, and any adjustments you need to make.
-
Sources could include:
-
real estate or rental ads in newspapers (think about the difference between
location rent and contract rent);
-
US Census of Population;
-
the Official Airline Guide;
-
the published schedule of the major long-distance bus lines serving a particular
city;
-
maps of land use;
-
an account written in an academic or trade book or article [see note
2].
-
Concerns could include:
-
the accuracy of the information (why might the source not know or tell
all the relevant information?);
-
the completeness of the information (how likely is it that you couldn't
uncover important pieces of information?)
4. Present the relevant information. A table or a map
might be the way to do it. A table could list:
City |
Distance from Seattle |
Population |
Number of Nonstop Airline
Flights per Day |
Spokane |
.. |
.. |
.. |
[several other cities] |
.. |
.. |
.. |
San Francisco |
.. |
.. |
.. |
5. Conclude whether the information supports the principle
or relationship. If not, why not? Do you conclude that
the data are incomplete? That the principle doesn't hold in this
case for some particular reason?
Having trouble getting started?
See Professor Harrington, Nick
Velluzzi, the library
web site developed by Lorena O'English and Anne Zald, and the Geography
Writing Place on Smith Hall's fourth floor.
Notes:
1. Homophones are two or more words pronounced alike but
different in meaning and spelling. Two of the most common are there
and their, and its and it's. Don't make this
mistake. For a slightly fuller guide to grammar and presentation,
see Professor Harrington's style
guide.
2. Trade books and journals are for professionals in a particular
line of work, typically with titles like Modern Grocer, or Shopping
Center Quarterly, or American Farmer (I've made these up).
Academic articles often have as their major purpose the testing
of a particular principle. Good academic journals for this purpose
are the Professional Geographer, Economic Geography, and
Growth
and Change.
copyright James W. Harrington, Jr.
revised 18 April 2000