Total points: 50
Total time: 50 minutes

Part I: Short Answers: Select 6 (Identify by number so you do not have to repeat the question, 5 minutes each)
Be sure that you define the concept(s) which is/are at the center of the question before you respond to the question itself.

1. Why may it be important for a regional analyst to distinguish between "cohorts" and "age groups" of a population?
   • Stutz, p.77etc. (Ch.2)
   • Class notes, Tuesday, Week5
   • Cohort

2. What is a "critical isodapane" in Weber's industrial location analysis, and how have we used it in class?
   • Stutz, pp.354-5
   • Class notes: Tuesday, Week6 and Tuesday, Week7
   • Critical Isodapane

3. What factors on the supply and demand side influence the "threshold range" of a service such as a community library?
   • Stutz, pp.311f.
   • Class Notes, Tuesday, Week6
   • Threshold Range

4. Describe the geographically interesting attributes of "basic" and "non-basic" services and explain why the distinction is hardly ever clear-cut.
   • Stutz, p.284
   • Class notes, Thursday, week7
   • Basic / Nonbasic Activities

5. Briefly identify some of the implications of the employment shifts in the services sector toward more information-oriented services.
   • Stutz, pp.80-1; p.6; p.20; p.360;
   • Class Notes, Thursday, Week5
   • Resources (Informational Space Economy) | Resources (Services)

6. What is meant by a "product (life) cycle" and for what geographically interesting context(s) has it been suggested to have explanatory value?
   • Stutz, p.381
   • Class notes, Thursday Week5;
   • Product Cycle

7. Why do we need the regional employment multiplier? What is its function or purpose?
   • Class notes, Thursday, week7 & Tuesday, week8
   • Multiplier

8. How does the size of such a multiplier typically respond to the size of a region and its degree of isolation?
   • Class notes, Tuesday, week8
   • (Multiplier Variations)

9. List some of the strategies or behaviors of a multi-locational (e.g. multinational) organization or corporations which have the potential for (a) beneficial; (b) detrimental effects on a host economy such as a Third-World country.
   • Stutz, p.16; Ch.10 (pp. 428ff.)
   • Class Notes, Thursday, Week5
   • Host Region Propositions

PART II: (One) Essay-Statement (20 minutes)
Select ONE of the following groups of terms representing three conceptual areas in Economic Geography:

1. "Structure", "structural change", "composition", "interdependence", "location quotient", "complexity", "(dis)aggregation", "three-sector hypothesis", "employment shifts", "long-run", "Engel's Law", "labor productivity", structural unemployment. etc.
   • Stutz, p.360
   • Class notes, Thursday, Week1; Thursday, Week5; Tuesday, Week6 & more
   • The Geography of Structure and Structural Change

2. "Agglomeration (dis)economies", "(dis)economies of scale", "(dis)economies of scope", "external (dis)economies", "externalities", "congestion diseconomies", U-shaped average cost curve.
   • Stutz, pp.278ff.; p.297; p.364; p.374
   • Class Notes, Thursday, Week4 (+ many other times)
   • The Geography of Agglomeration Effects

3. "Spatial demand function", "distance elasticity of demand", "distance decay", "range of a good", "Engel's law", the "income elasticity of the distance elasticity of demand", "K-3 system" (Christaller),
   • Stutz, Ch.7, pp.308ff.
   • Class Notes, Tuesday Week6
   • The Geography of Demand

Try to bring some conceptual order to one of these three fields by selecting at least five (5) of the terms.

1. Define and delineate the meanings of these terms.
2. Relate the terms to each other and identify and discuss the general conceptual context in which these concepts have become important in discourses in economic geography.

BONUS:
1. Describe your group's mission.
2. How does the group's mission relate to your own project?