(Geography 207 - 1999)
This (closed-book) quiz does not represent a make-up of any particular earlier quiz. It is a test given after ten weeks of studying concepts and conceptual relationships in economic geography. Thus, your answers should reflect what you know and understand at this time.
Total time: 1/2 hour
Select any 6 of the following 9 questions. (5 points or minutes each, for a total of 30 points or minutes):
(1) Define and try to differentiate the following concepts:
"tertiary sector" (of the Three-Sector Hypothesis), Rifkin's "Third Sector", "Non-Basic activities" and "informal activities".
(2) Identify different ways in which the "terms of trade" of a country could improve over time.
(3) Agglomeration economies and diseconomies are vague concepts and notoriously difficult to "pin down". Thus we need more specific concepts. We identified in class three different subcategories of "agglomeration economies". Which were those and how would you define them? Which other concepts (covered in class or the readings) are related to and/or overlap with the concepts of agglomeration economies or diseconomies? Identify the concepts and their meanings and explain their relationship.
(4) Explain how the "isodapane"- and the "critical isodapane" concepts might help the understanding of location problems with trade-offs between scale- or agglomeration economies on the one hand and transport- or communication costs, on the other.
(5) Explain the informational value of cohort membership to marketing people and planners.(Please use examples for whatever [specifically] you want to explain)
(6) Explain the meaning of a "Leontief coefficient" (one which includes "direct, indirect and induced requirements").
(7) Identify the typical exogenous and endogenous components of a multiplier model.
(8) What did Alan Pred want to show when he distinguished between a decision-maker's amount of information and her ability to use information in his "behavioral matrix" or "information matrix".
(9) Why do demographers and regional population analysts (such as those working for school districts) prefer to work with fertility rates rather than the crude birth rates.
Can you define any specific fertility rate?