(Geography 207 - March 18, 1999)
Throughout this past quarter, you been have asked, prodded and challenged to think about economic geography and this class not as a collection of facts, terminological jargon, names, graphs, tables, pictures and newspaper stories, but as an extensive learning exercise in developing concepts and creating systems of linked concepts designed to help you understand present and future spatial patterns and processes of economic change. In addition, we stressed conceptual and other tools intended to prepare you for the vastly expanded access to information requiring resource skills and the ability to evaluate the quality of information.
Select one question from each part for equally weighted responses:
(Total time: 100 minutes)
Part I: (50 points/minutes) Select ONE!
(1) Formulate a theoretical statement which relates to residential location choices as seen from the perspective of the individual household, a developer or a planning agency. For this statement, draw from the wide range of locational, time-theoretic- and other principles derived in class and your readings. Your own deductive reasoning and examples might also be appropriate.
(2) As an economic geographer (in-training), you are familiar with a variety of basic concepts of location and organization of space. You also have gone through hands-on, digital boot camp and acquired basic search and resource skills.
Assume that you are now coming across a job ad in which a major Internet information provider looks for an individual with the right background and bright ideas about organization of on-line shopping information, the online location of cyber stores and the composition of online cyber-malls.
Write a detailed statement which you hope will convince this employer that a 207- trained economic geographer may have well-grounded ideas as to principles which should or could be the basis for such (cyber-) spatial organization (apart from having some Internet training). Since your potential boss is unlikely to be familiar with much of the discipline-specific terminology, be sure to add appropriate explanations in brackets.
PART II:( 50 points/ minutes) Select ONE!
(1) Two propositions which are easily derived from class materials and discussions are that:
a) regions can advance economically on the basis of their exports; and
b) regions which go through appropriate processes of structural change (such as those associated with the "three(+) sector hypothesis") may be better off than those which do not.
1. Explain these two statements; do you agree with them?
2. Are these two statements compatible with each other, i.e. do they refer to processes that are
(a) different and independent? How are they different?
(b) complementary (How might they be linked? Why would they together provide a better explanation of change in the region than alone?)
(c) in conflict (Are the two statements suggesting processes which cannot happen at the same time?)
(2) Develop a framework for the assessment of the job prospects (possibly, but not necessarily for yourself) in a particular economic sector or occupation and a particular region of the world on the basis of your assessment of the long-term structural changes (and their likely causes and foundations) which you expect will affect that sector or occupation in the future.
BONUS: (5 points)
Explain how and why the Leontief coefficient changes when you switch from the table of direct and indirect requirements to the table of direct, indirect and induced requirements (as presented on a class handout with input coefficients for Washington State)