Class Messages


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Last year's (1995) Messages to Students in Geography 207

Date: Sun, 17 Mar 1996 21:37:53 -0800 (PST)
From: Economic Geography 
To: Economic Geography 
Subject: Geog.207/ A pile of paper!


	Well, it is finally done. The grades will be delivered on time
tomorrow morning. Carlos and I spend quite a bit of time going through
your 1001 pieces of paper and 15 home pages. Now they are graded, sorted
and stapled... ready to be picked up... please collect them during 2nd 
week or later; let's find mutually convenient times by e-mail, since we
are not permitted to leave them outside the door. Comments on the home 
pages will also be provided... eventually.
	I was quite impressed by the enourmous amount of work done by most
of you on your concentrations (course proposals) and case studies. There 
are a lot of insights and much useful resource material "hidden" in your 
papers. During the past few hours, I have thought about how we can share some
of these resources with others... and give you the "productive" feeling 
of having not just worked for some paper which disappears in the closet.

	Since most of you have your references and internet sites in digital 
form, i.e. on a disk, I wonder whether you might want to "donate" them
to the 207 Resource Pages? Just copy and paste them (with annotations if 
you have them) into an E-mail message to econgeog and let me do the rest...
(That's so much easier than having to copy them from paper....)
Future generations of students will be grateful, and I am sure you found 
the present 207 resource pages lacking and waiting for your contributions.
If you add annotations you may also want to add your name so that your 
authorship is identified.

I told you that Geog.207 goes on (and on and on)... and you have life-time 
membership in our club. Accept my offer to share in the maintenance of the
resource pages. Thanks a million.

In case you need to know your 207 grade early, give me permission to sent 
it to you by E-mail.

Have a relaxing break.
						Gunter Krumme

Date: Mon, 11 Mar 1996 12:08:56 -0800 (PST)
From: Economic Geography
To: Economic Geography
Subject: Getting ready for the 207 Crescendo...


A few reminders which I would prefer to announce in class.. but then I do not expect any one to show up today...

1. Our last rites are scheduled for Wed. 4:30-6:20 in our Thompson classroom.

2. B.Y.O.P. (we will have staplers)

3. Feel free to bring your Notebook (only). Unless you have it very well organized, and you know this organization, it may more distract than help...

4. There will be 5 questions/topics with a choice between at least two questions for each of them. Thus, you have 20 minutes for each question/topic. Since these are relatively open-ended questions, there is no reason to expect that you need less than twenty minutes for your response. Thus, we strongly (very strongly) encourage you to make full use of your time!! If you have any extra time... use it to organize your answer better through prior conceptualization. Maybe you also can write more legibly and proofread your written products....

5. Three students were exempted from taking the finals since they were so hopelessly stuck with a 4.0+ that there was little they could do to improve or reduce their grade. Several others came close to this inordinate status. I hope you all strive for it..... I was also told that one of us was invited to the N.I.T. and will be missing the finals...

6. Those of you who are missing your required fourth Mini-Midterm (or have been doing "lousily" on some of your four) are invited to come to my office on Wed at 3:45 sharp to make it up at least in part (closed books/ 1/2 hours, definitions/glossary only). Entirely optional; no full points will be given unless you were excused before, but it may help.

7. Those of you who have not yet filled out the mandatory End-of Quarter Info Tech Questionnaire or the Service Learning Evaluation Questionnaire may want to come to class a few minutes before 4:30.

8. Project: Case Study: Those of you who have made the cardinal mistake of not using the literature and other sources properly, namely letting us know HOW you used the literature and citing those references IN THE TEXT, can still make amends and submit corrections by Friday noon. The use of sources is a VERY important criterion in the evaluation process (yes, even the Service Learning students had to use literature and/or other sources and use proper citations!) Also: Case studies (not yet submitted, incl. Home pages not presented in class last Thursday) are now overdue and will be subject to deductions (unless arrangements have been made)...

9. Any student unhappy with his/her too high (or too low) grade may challenge it early next quarter through an oral re-examination.

10. Please make an appointment (or come during office hours) after the first week of next quarter to pick up your paper-work and posters... I have been known for changing (lowering) grades of students who show no interest in the evaluation of their own work....

;-) G.K.

Date: Sat, 2 Mar 1996 09:11:11 -0800 (PST) From: Economic Geography Subject: Re: Final Project Let me try to answer your questions and, at the same time, calm your nerves about this relatively small project.... On Fri, 1 Mar 1996, student X wrote: > > I am nervous about the research paper..... > I have a few questions: > > 1. Looking in a style manual I have, it shows an outline at the > beginning and an odd way of numbering pages. Do we need to do that? Generally, an outline and subsequent subheadings improve on your (and the reader's) ability to keep track of the (hopefully) inherent structure of the paper. It helps, but is not absolutely necessary. I do appreciate subheadings! Any numbering systems is fine! > > 2. For the bibliography (which the style manual calls "Works > Cited"--should we call it that?) do we have the same requirement as for > phase 1, i.e., 2 of everything--books, journals, newspapers/magazines, > internet sites? Yes, everything you use for your paper should be part of the "Bibliography", "Works Cited" or whatever. I don't care how you call it. Everything quoted directly or fairly directly paraphrased should be cited by specific page number (or URL on the Internet) of the source. For this second part, the selection of sources is left more up to you. Ultimately, what is important is that the sources are appropriate for whatever you are doing. For a research paper, it would almost always be inappropriate to cite only newspaper clippings. Part of the learning process was that you found out where the appropriate sources are in your field of concentration. We do appreciate "academic" sources generally more than popular sources. > > 3. Are we allowed to express our opinion at all or any kind of > feeling about what we find? Yes, of course. If it is in the middle of your analysis, it should be well argued and documented (who else might be holding similar feelings?). "Raw" feelings are often better placed into footnotes, into your conclusions or a postscript (e.g. if you found no support for your feelings in the literature, and you do not have enough raw data to go through with the analysis yourself, then you probably have to relegate your feelings to the realm of "future research needed" as part of your conclusions). > 4. I'm not sure if I can stretch my paper to 8 pages. Is that a > minimum? My topic, narrowed down, as one of your suggestions, is the > MNC code of conduct of one particular organization. I picked the UN and it > turns out they abandoned their efforts (that's where the question about > our opinion comes in, by the way). There also is not a lot of previous > research on this. However, it's too late to switch to another topic that I > could read and write volumes on. I do not want you to "stretch", unless you were overly concise, compact, non-explicit before. Maybe you want to spell out "things" a bit more and articulate more links to 207. Or extend your literature review a bit (e.g. by including more from Dicken's Global Shift). Quality counts ultimately much more than quantity... > 5. Can you tell us what specifics we'll be graded on, aside from > grammar, punctuation, typos, etc. which you already mentioned. 1. content ("substance", quality of proposition(s), logic of arguments, appropriateness of sources and use of sources;......) 2. organization of content 3. format, appearance, 4. typos etc. 3 and 4 become very important for papers without much content or organization. G.K.

From Sun Mar 3 07:56:26 1996 Date: Sun, 3 Mar 1996 07:49:07 -0800 (PST) From: Economic Geography Subject: Re: My rough draft. Request for comments. Student Y: The general direction is fine. I'll insert some comments directly into the text, marked by { } On Sun, 3 Mar 1996, student Y wrote: > Let's see if I can import this correctly... > > ***************************************************************** > > The Effects of Trade Negotiations > On Industry: A Case Study of > The U.S.-Canadian Auto Pact and its > Effects on the Canadian/American Auto Industry > Introduction > > What can happen to the primary sector of an economy, the > manufacturing sector, as a result of changing trade policies? > This is a case study of one particular trade agreement, the > Automotive Products Trade Agreement (APTA), better known as the > Auto Pact, which was signed in 1965 by the United States and > Canada as an attempt to solve difficult relations between the two > countries with regard to the automotive sector. {You call your study "The effects of Trade Negotiations" and you are starting your paper with "What can happen to the primary sector of the economy, a result of trade negotiations... 1)The manufacturing sector is the "secondary" sector.... you may need to use a different term if you do not refer to this primary, secondary, tertiary classification.... 2)I realize that the natural tendency is to suggest that you can start with any particular case... Think of it as using an example for what trade negotiations can do... before you give an example, you want to say what this example is an example for... You are really not doing that yet. On the basis of our "deductive reasoning skill drills in class" and your research, you should be able to "suggest", "propose" a very general "scheme" which would outline some general possibilities as to (1) why countries negotiate such agreements (there may be more than one reason), (2) what form such negotiations and agreements may take (again, there may be more than one...), and finally what kinds of impacts one can or should be able to anticipate (positive and negative, intended and unintended etc.etc.)... [possibly think about "backward linkage effects" on the Canadian economy in an input/output sense. The text should be able to give you other ideas...] You may not have to differentiate along all three dimensions... Since you are mainly interested in the "effects", maybe you just articulate different types of effects..... you surely need that to assess your "benefits" later.... The basic purpose for this exercise is to differentiate between different possible outcomes/results of your research early on and to develop categories which capture such differences.... (as much as you can before you start your specific case, given that you are already an "expert" in your "concentration") otherwise you come up with your particular Canadian results and you have no way to put them back into a more general context, i.e. to assess the Canadian "case" in the light of some more general "framework". Should you feel that the framework you have provided in your "concentration" is "just right" for your case study, then please provide the explicit links (references) to your concentration paper. One would have to assume that you will be using the same conceptual categories for your case study. Now all this does NOT have to be very extensive. It could be shorter than what I just wrote in less than 10 minutes...} > Primarily, this article will focus on the effects of the > Auto Pact on the Canadian auto industry with respect to the > American auto industry, as well as whether or not the pact met > the expectations of both countries. > The secondary focus will be on whether or not this pact > provides a good model for the effects of trade policies on > industry in general. References to the Canadian-U.S. Free Trade > Agreement (FTA) will be made, as well as to the North American > Free Trade Agreement (NAFTA). {Well, you may want to use "this secondary focus" as a part of your initial "scheme"} > > A Brief History of the Auto Industries of Canada and the U.S. > > Prior to the 1960's, the automobile industries of the two > countries were primarily nationalistic. For the most part, the > auto industries of the developed nations had a highly insulated > domestic auto market. Almost all automobiles sold in Canada were > built there. "Even as late as 1966, vehicles imported from > overseas captured only 8% of the combined US and Canadian > market," according to J. Holmes of Queen's University in Ontario. > During the late 1950's, "sheltered behind tariff barriers > and domestic-content requirements and severely limited by the > scope of its market, the Canadian auto industry suffered > declining international competitiveness." (J. Holmes) This > decline continued to the point of being a "severe sectorial > crisis" by the 1960's. {This looks fine. Be sure that that you "twist" (select) your history towards the points you want to make in your case analysis (otherwise we do not need the history). You seem to be doing that quite well...} > > The Effects of the Auto Pact on the Auto Industry > > Leading up to the Auto Pact of 1965, Canada was showing a > large trade deficit with respect to the auto industry. However, > after the trade agreement went into effect, Canada's automotive > sector experienced rapid growth to the point of being rather > competitive in the North American market, but one must look at > the reasons why the pact had this effect. > The function of the pact was to remove tariffs and other > trade barriers which hindered trade between the two countries. {pull this last idea also into your scheme .... } > Of course, this was limited to finished automobiles and original > auto parts. When these barriers came down, and trade became > simply a matter of transportation costs, the focus shifted from > import/export costs to costs of production. With the average > wage in Canada having been considerably lower, much of the labor- > intensive work shifted to Canadian plants, such as final > assembly, while the components were largely built in the U.S. > This created a trade surplus in finished product (cars), and a > deficit in parts and components in Canada. Also, considering > that the market for cars is much greater in the U.S., the > Canadian assembly plants were, and are, quite dependent on the > decision making of the U.S. auto manufacturers (the Big Three). > > Who Benefited from the Auto Pact? {again, you need some "scheme" to identify how different sectors/ people etc. in two (or more) countries can benefit. What are "benefits"? You seem to be implying that the Canadians got all the "benefits"... Why would the Americans negotiate without getting any of the benefits...?"} > The Canadians. They definitely came out on top, and all > though there was some grumbling at first, once the trend was > obvious, the Canadians were all for it. > > How Does the Auto Pact Provide a Good Example of What > Changing Trade Relations Can Do for, or to an Industry? > > **This section will be largely speculation based on evidence > provided by research. Is that OK? > > > > This is rough. Very rough. It is largely an outline, > although I think it is a good case study. In case I haven't made > it clear what the case study is, in which case you should tell > me, it is the Auto Pact itself, and its effects on one industry. > The focus of the study is to provide an example of how trade > policies can profoundly affect the industrial sector. > Do you think this will work? Please e-mail me ASAP. > > > > *************************************************************** > What do you think? Good Luck. Hope this helps G.K.

Date: Sat, 24 Feb 1996 11:55:43 -0800 (PST)
From: Economic Geography 
To: Economic Geography 
Subject: 207 / 1-Page Proposal & Literature Review for Case Study


	I have now read all of the proposals and literature reviews (at least 
those I know about). They are all very interesting and show that most of
you have made a real effort, understood the objectives of this case 
study and allowed us to participate in the process and progress of your 

Here are a few relatively general comments and reminders:

1. Part 2 of your (non-service-learning) project is supposed to be a case
study (research or specific business/employment) plan. This means that you
(quite explicitly) develop and justify your question(s) and proposition(s)
(or plan objectives) BEFORE you introduce your case study. The reader
wants to know "where you are coming from", what you are looking out for
when you explore your case, how you have conceptualized the variables and
proposed relationships between variables (that also applies to the plans),
and whether you have already tentative answers (propositions) based on
your own logic, 207 background and the academic literature. (see other 
handouts and guidelines!)

For the business/career plans it is assumed that you can learn something 
from attending the University, having access to the academic library and 
taking Geog.207., i.e. that you base your plan not only on magazines, flashy 
web sites or your own creations. If you cannot make the links to class 
concepts, the academic literature and some rigorous analysis, see us! 

There is nothing wrong with not using the resources which have been 
provided on the 207 Resource Pages (for most of your areas of 

2. It is not too late to consult research, business plan and writing guides
(examples are listed in the guidelines).
On Reserve in OUGL:  Durrenberger (e.g. ch.2), Rogers (Student's 
Companion to Geography), pp.128ff. 

3. We expect that the Service Learning students make a serious effort to 
explain some of the class-related facets of their experience with the help 
of the academic literature.

4. Too many of you (more than half) have "writing problems" of one kind or
another: sloppy writing, not used speller; no proof-reading; grammar,
syntax etc. If you want us to accept your final version (and we will be a
bit tougher than for the Group Project), be sure that you do not have these
problems... make use of the Geography (or any) Writing Center, read
through your own writing three to five times (more often for home pages!),
make use of friends etc. Also: be absolutely sure that every submitted
assignment has a substantive heading or topic (not just "proposal" or
"final report"; e.g. "The Uncertain Future of Alternative Energies: The 
Case of Solar Energy") and that all sources are completely and properly cited
(for proper citations, consult one of the major Geography journals, such
as Economic Geography, Annals of the Association of American Geographers,
Professional Geographer etc.). 

5. We are taking this Proposal and Literature Review VERY SERIOUSLY. They 
remain due, but, if you are late, we expect them to become now "Progress 
Reports" or "first drafts" of a component of the real thing (incl. first 
drafts of the Literature review component of your final project). It is 
now too late for "proposals". 

6. Do not hesitate to discuss your paper, poster, home page or video plans
with us. Be reminded that these products should be available for showing or
presentation to the class (as do papers, but only for circulation not for
oral presentation). There may be some time on Monday during the Lab for
project discussions. Otherwise, make an appointment for after Tuesday's
class or for Wednesday.  Bring another copy of your proposal with you so
that you can take your own notes. 

7. Some of you will be getting individual responses to your proposals. 
All others: feel free to ask questions. Be specific.

8. Again: I enjoyed reading your proposals. As always, I learned quite a 
bit from reading them or I expect to learn from the final versions. Keep 
it up. I hope that the project is not just an additional hurdle for you but
interests you and is fun. 

Date: Sun, 18 Feb 1996 12:59:18 -0800 (PST)
To: Economic Geography
Subject: Geog207: Microsoft in today's Seattle Times

You probably have seen the Front Page (+A14/A15) article on Microsoft's hiring machine already. The Seattle Times was kind enough to schedule its publication so that it would fit our calendar.

Please save the piece and make it part of your "notebook" if you like. In fact, why don't we make it a "strongly recommended reading" for this coming Thursday.
Thanks. G.K.

Date: Wed, 14 Feb 1996 14:30:04 -0800 (PST)
From: Anne Zald
To: Economic Geography
Subject: Guides for electronic citing (fwd)

Carlos mentioned that format for citing web pages varied significantly on the proposals received last week. Here is something which may help to guide students to correctly citing web pages in future.

The article "Guides for Citing Electronic Sources" appeared in the June 1994 issue of IAT Infobits. Since then, the proliferation of electronic publications and the growth of the World Wide Web have increased the interest in electronic citation guidelines and standards. With many bibliographic citation styles existing for written works (MLA, APA, Chicago Manual of Style, etc.), it isn't surprising that there are several variations for electronic citations as well. From the Hyperjournal-forum listserv, here are some suggested resources to choose from:

MLA-Style Citations of Electronic Sources, by Janice R. Walker

Citation Style for Internet Sources, by Mark Wainwright

How Do You Cite URL's in a Bibliography? by Jeff Beckleheimer

Suggestions from the LINGUIST Listserv (February 1995)

APA and MLA Citation Styles

Copyright 1995, Institute for Academic Technology. All rights reserved. May be reproduced in any medium for non-commercial purposes.

Date: Thu, 8 Feb 1996 15:06:46 -0800 (PST)
To: Gunter Krumme 
Subject: Service Learning / Project Part 2

I'm concerned about my case study (Project Part 2). . .the Service Learning Initiative I'm participating in right now ... deals with making WEB home pages so youth can access information about different activities that are going on in their community. Do you see any tie here? I would like very much for Part 2 of the project to deal with my service learning initiative, but what if there is no link? What should I do? Should I come visit you during your office hours?

Thanks for your help

Date: Fri, 9 Feb 1996 09:59:52 -0800 (PST)
From: Economic Geography 
Subject: Re: Project Part 2

I want to talk to SL students next week, if possibly individually, otherwise as a group during Monday's class.

In the meantime, please make a list of possible ties between your service learning experiences (past and expected) and 207. Follow up either all of these ties, a few of them or just one (in more detail) for your journal-report. I could think of

a) trying to understand the economic basis for the youth activities you are linking to by home page... how do they survive? cost pressures? financial sources etc.?

b) location and access problems of such youth facilities; spatial biases in their spatial distribution?

c) the economic basis of the specific home-page effort of the organization you are volunteering for. Who took the initiative? Who is financing? Cost pressures? Would there be better ways of organizing such activities?

d) has there been any analysis of the demand for your information-providing effort. How have youth received the information in the past? Will the new service replace or expand these past information distribution activities?

e) the economic and economic-geographic foundation and implications of volunteer activities in new sectors of the economy: strictly an urban phenomenon?

There must be others. Explore this a bit (including with the help of library and internet resources) and then let's talk early next week. GK

Date: Fri, 9 Feb 1996 08:05:06 -0800 (PST)
From: Richard Roth 
To: Geography Undergraduates 
Subject: Service Learning

All undergraduate and graduate students in the Geography department are invited to attend the upcoming colloquium/brown bag lunch discussion to take place on February 21 at 12:30 - 1:20 in the Communications building, room 126. This will be an excellent chance to dialogue about the campus-community partnerships taking place within the service learning program in the Geography department. We'll have the opportunity to hear from Professor Hodge and Professor Krumme, as well as student presenters and representatives from community agencies. For more information, see the flyers posted outside of the main office, the advising office, and in the commons room - or call the Carlson Office: 543-2618. Jenifer Gager, Student Coordinator

Date: Thu, 8 Feb 1996 03:19:39 -0800 (PST)
From: Ryan Countryman 
Subject: Resources for 207
I have made some recent additions to my resource page for geography 207.  
It now includes links to the report on human capital that I did last year and 

a link to an excellent beginners guide to HTML, as well as some other 
potentially useful sites.  The URL is:

Date: Tue, 6 Feb 1996 10:01:05 -0800 (PST) To: Economic Geography Subject: Collaboratory Schedule (Geog.207) Here is a new schedule for (outside class-) use of "our" (UWIRED)Lab in OUGL. gk Date: Tue, 6 Feb 1996 09:25:19 -0800 (PST) From: Bernice Laden Subject: Collaboratory Schedule Greetings! The schedule on the door of the collaboratory will soon be updated. In the meantime, you may want to let your students know the latest public access (non-class) hours: Mon. 8:30 AM - 11:30 AM and 4:40 - 10:00 PM Tues. 8:30 - 9:30 AM; 11:30 AM - 5:00 PM; 6:00 PM - 10:00 PM Wed. 8:30 AM - 12:30 PM and 5:00 PM - 10:00 PM Thurs. 8:30 AM - 9:30 AM and 11:30 AM - 12:00 PM; 12:00 PM - 6:00 PM FRI. 8:30 AM - 1:30 PM and 5:30 PM - 10:00 PM SAT. Noon - 5:30 PM SUN Noon - 10:00 PM For those of you who do NOT use special software (e.g., Director; ADAM) - please let your students know the new Collaboratory on the second floor of OUGL is now open from 12:00 - 9:00 PM daily. This lab has Netscape, telnet, PINE access; Microsoft office.

Date: Sat, 3 Feb 1996 17:21:47 -0800 (PST) From: Economic Geography Subject: Weekly Newsletter (Geog.207) 1. A highly recommended lecture by a very energetic and dynamic professor. This should be a very stimulating event: TUESDAY, FEBRUARY 6, 1996 "A Half Century of Exponential Progress in Information Technology: Who, What, When, Where, Why and How" by Dr. Edward D. Lazowska, UW professor and chair of computer science and engineering, 20th Annual Faculty Lecture, 8 p.m., Roethke Auditorium, UW 130 Kane Hall. (UW Office of the President, 543-5010) 2. Agenda for Monday's Lab: --------------------------- Options: (a) Finding data for and calculating a Location Quotient as start to your case study. (see guidelines in Agenda Week 6, or look under This assignment will be due on Tuesday (weather permitting). (b) Questions and Answers (related to class and projects) (c) Optional: Work on your Home Page. 3. There are extensive guidelines for the second part of the class project (case study) under: 4. There will soon be a (check) list of all of our past assignments available under: G.K.

Date: Wed, 31 Jan 1996 14:18:05 -0800 (PST)
From: Economic Geography
Subject: Evaluation / Project Part I (Revised)

Some students asked about the grading of Project Part 1. This comes a little late, but then, there is nothing unusual about this scheme which had at least been implied all along.

1. Part 1 will be graded both for the group and on an individual basis. [Looking ahead, the final grade for Project Part2 will include a component which relates to Part1. The point here is that the first part is designed to prepare you for the second part. We will find out only later how well that has been accomplished. Different rules will apply to some of the Service Learning students].

2. Your grade for part 1 will consist of roughly 1/4 joint and 3/4 weight for your own segment; however, this distribution may vary between groups (due to their different topics, format, composition, dropped students, and remaining sizes). We will try to sense what your contribution has been to the joint part (Do not hesitate to be explicit about it). The grade which we give to the joint project (as a whole) thus has only limited meaning for your own eventual grade. (We might have to request further information about your involvement in the project).

3. Criteria for grading will consist of
	1. substance (incl. appropriateness of course materials as part of 
		"economic geography")
	2. explicit use of sources and literature (extent to which such
		sources are integrated, used and referred to
 		-- incl. quality of annotations)
	3. format and appearance.

If this detail is confusing, blame those who asked. Sometimes more data provide less information.

Still, we hope this helps. GK

P.S. The "Location Quotient Exercise" which will be one of the bases for next Monday's Lab (and which will be due on Tuesday) has just been posted. You will find it as a "click" (hyper-link) in the agendas for weeks 5 and 6.

A Request from WashPirg

> On Sun, 28 Jan 1996, Group ?5? wrote:
> > Prof. Krumme,
> >     Our joint proposal group was browsing over the requirements for
> > the proposal due this Thursday, and we came across something that we did
> > not quite understand.  The part in the syllabus about five to eight
> > questions dealing with the project is something which we are unclear as
> > to what the requirements are.  If you could e-mail us with a response to
> > this question we would greatly appreciate it.

On Sun, 28 Jan 1996, Economic Geography answered: > Hi: > The idea is to understand that your concentration is a course > segment, not a specialized research topic yet. Thus, your segment should > permit students who are taking your class to select student-research > topics. I want you to think about what might be interesting topics (not > just factually interesting but also, and maybe more importantly, > interesting and challenging from a conceptual perspective and, if at all > possible, from the point of view of "socio-economic relevance"). I would > suspect that one of the topics you select will become your own topic for > the second part of the project. > I hope this helps. G.K.
Date: Sun, 28 Jan 1996 20:59:02 -0800 (PST) From: Group ?5? Subject: Re: Proposal Question Thank you for your quick response. As to the questions, again, what specifically do you mean by "questions"? Do you mean that we should include them somewhere in the proposal, such as in the syllabus as suggestions for student research topics? Is that what you mean? Or is it just something we should be "thinking" about for the weeks following this first project? Also, we have written a rough cover letter, and would like you to take a look at it tomorrow (providing they don't close the school), and give us some useful feedback as to where to go from there. Even further, over the course of the last few weeks, we have lost a few members of our group. We are down to three (maybe, MAYBE four) people. That limits the amount we can cover, and still have a cohesive class proposal (i.e., one that covers all the bases). Suggestions??
Date: Mon, 29 Jan 1996 07:03:09 -0800 (PST) From: Economic Geography To: Group ?5? Subject: Re: Proposal Question Loosing team members is a fact of daily life. You and I have to remain flexible. You may want to identify the topics of the lost souls to cover the inevitable gaps. I think I suggested that these student research questions are added as an appendix and that they be annotated. I think I left it up to you whether these questions are attached to your individual segements (concentrations) or are assembled as part of the joint effort. We have some references on Reserve in OUGL (e.g. a book by Durrenberger (ch.2?)) which cover the process by which research questions can be identified. Often, these questions become "hypotheses" which express what the researcher expects to find in a particular context on the basis of prior research of other contexts and deductive logic. Without being able to go into detail here, I would suggest that a poor question would be one which strictly asks for raw facts (which can readily be collected), such as whether and to what extent car imports from Mexico have increased after the signing of the NAFTA agreements. Much better would be one which would ask which states would be affected most by NAFTA, a question which could be partially answered by your deductive suggestion that at least part of the impact on states would depend on the state's industrial structure (composition) and (maybe) distance and transport costs. If you list a couple of student research questions associated with your concentration, you cannot go into much detail, but you can add a sentence or so justifying your question and suggesting why (or under what conditions) you might expect a certain (type of) answer. Clearly, if you can answer the question already, you do not need further research. However, partial or conditional answers help you to narrow down the question, zero in on what really has to be researched empirically and thereby improve your research. G.K.

Date: Sun, 28 Jan 1996 11:33:13 -0800 (PST) From: Economic Geography Subject: 207 News: Lab, Remote Option, Joint Project, etc. E-Greetings! 1. Lab On Monday ---------------- When you come to the Lab on Monday, try to select one of four options right at the beginning (you may change later), i.e. join (a) the group for Q&A related to class content (in Back-Room) (b) the group for Q&A related to class PROJECT (in Back-Room) (c) group working (by yourself or with other members of your proposal-group) on your proposals (in front of computers or elsewhere) (d) group starting (optional) home pages or working on existing home pages (in front of computers) 2. Remote Space Cadets: ----------------------- Those of you who by design or default (or due to snow) are not at the Monday Lab Session are encouraged to make use of the above 4 opportunities by remote means (by E-Mail and your own Home Pages). If you do not have any questions, have already established your own Home Page (to facilitate your Remote Learning) and are in close contact with your proposal group: Please send in a message to stating that you do NOT have questions and everything is running smoothly (This statement is required for ALL permanent or occasional Monday-Remotees (due by Tuesday 11:30 for full credit) We still do not have the completed two Lab forms ("Skill-Checks") from all (remote or Lab) students. These forms remain due and required!!! (by hard-copy or E-mail). See (or e-mail) Carlos if you have any questions. 3. Other Experiences (Bonus) ---------------------------- There are Bonus points to be had for brief written contributions to this Newsletter. Tell the class about your Service Learning or Internship experience or about anything else which you feel is relevant and interesting to the rest of us (interesting web sites, electronic hints, opportunities on and off campus, reference to newspaper articles etc.) Send your contribution by E-mail with an explicit statement that you permit us to distribute it to the class as a whole. 4. Joint Proposal Project ------------------------- (a) We strongly encourage you to exchange within your group your pre-proposals or drafts of your concentration efforts and/or your contributions to the final letter etc. by electronic mail (or hard-copy) and thereby not only facilitate the joint effort but, at the same time, also gain experience with one or more electronic interfaces (e.g. from word-processing to E-mail) (b) Those of you who insist on going alone on this "Joint Proposal" may want to avoid missing out on all of the points for the explicit "collaboration" component of this Joint Proposal. You may gain at least partial credit by adding an extra page in which you do not suggest why this new course of yours is important (you will be doing that already in your letter to the departmental chair), but (since your course is unlikely to be implemented because you are the only one who wants it) suggest ways in which your areas of interest could be incorporated into two or three of the courses suggested by other groups (For example, if you are interested in gender issues, make suggestions as to how a male or female perspective would be a useful addition to some other specific classes). (c) You noticed that we did not return your Pre-Proposal. We intentionally want to have copies here for being able to respond when you have questions (Our time and departmental xerox budget do not permit unlimited copying). This will also apply to the Proposal due this week. Thus, if you want to have your part of a proposal returned before the end of the quarter, you need to submit an extra copy (separately from the joint proposal)! 5. Office Hours --------------- Carlos, Ryan and I (I cannot speak for Anne) are frequently quite lonely during our office hours. Try to do something about that. Have a good (5th) week! G.K.

January 22, 1996
* Carlos and I have decided that all Project-Related Assignments will not be returned until the end of the quarter. Instead, these assignments will be available to us when we send you comments by E-mail or when you ask questions or drop by for appointments. We will staple all of these assignments together and they will represent the cumulative record of your efforts during the quarter.

* We again have to appeal to your sense of "peer community". Please, whenever you detect that a student in your group does not understand the basic requirements for this class or has not consulted the 207 Pages, send this student to us or somehow try to [that's all we can do] make sure that this individual receives needed help. Thanks.

Date: Sun, 21 Jan 1996 09:21:46 -0800 (PST)
From: Economic Geography 
Subject: Geog207 Monday Lab: Here and There (Remote), Home Pages

Cyber Greetings!

	Another week is dawning and with it (finally again!) our Monday 
Lab Session:

	Our emphasis will be on using a variety of "Resource Search 
Intermediaries" (i.e. Library Reference/Data Bases and Internet "Search 
Engines") for expanding the information base for our themes and 
concentrations. We will again use a "lab sheet" to guide us along, and
I encourage you to work with "like-minded" friends or members of your group 
during this lab-time. We (Carlos, Anne [our expert reference librarian] 
and I) will stand by and try to help (and learn ourselves!). 

	We have been encouraged to encourage you to come before 11:30 to
use the Lab since it is not used for any other class before our two sessions.
(However, I understand that that is not a good time for most of you; but 
as you know there are other times to use the Lab!)

	Remotees: Those of you who by design or choice will not be
present, will have to fill out the lab sheet (it will be electronically
attached to the Week 4 Agenda by Monday 11am at the latest) and to send it
back by Tuesday night. I expect that (as "remotees") YOU WILL ADD a
paragraph each on your experience with

(a) comparing two UWIN-based reference systems (one of which should be 
the "Expanded Academic Index") 

(b) comparing two Internet search engines (one of which should be "Alta 
	as to their usefulness for your Group Theme and/or Concentration 
research (i.e. how successful have you been expanding your information 
base using these information intermediaries?). 

Three more Items:  Location Quotients and Home Pages and Feedback
(a) The Location Quotient Exercise (scheduled on the Calendar for this 
week) has been postponed due to the perceived need to deal with resource 
searches first.

(b) Those of you who feel that there is a "Home Page" or "Project Page" in 
your 207-Life, take note: You may want to start with:
	(1) consult our "Electronic Survival Guide" as to appropriate steps
	(2) open your account in "Saul" and then "Weber"
		(similar to starting a "Homer" account)
	(3) find out what HTML stands for ("Have the Time of My Life"?)
	(4) clip the article in the Seattle Times from this morning 
(Sunday Jan 21, p.I 1, in the Personal Technology Section) "Build a Web 
Page", especially the second page (I 3) and try one or two of those
"Help" sites listed there. 

(c) While you will be given an opportunity to share your frustrations 
with us at the end of the quarter, NOW is the time to do something about 
them. We are interested in your learning process and, particularly, in your
suggestions as to what we can do to help... including suggestions related to
improvements in the 207 page system, survival guides etc.
	This is YOUR class much more so than ours! Make it YOURS if you have 
not done so yet. Just send us your E-mail.... and then wait what happens... 
(and complain if nothing happens!).

				See you on Monday (in the flesh or virtually)


Here are the (free) Internet and computer (mini-) classes that CSSCR (Center for Social Science Computation and Research) is offering this quarter. To sign up, come in (145 Savery), call (543-8110), or sign yourself up on our Web page (address is

"Watch this Space Race": This is the title of a Business Week article (January 22, p.44) on vacant office space. Not knowing yet how many of you are interested in urban real estate, but having made the connection to urban land use pressures and competition in class yesterday, here are some interesting facts (numbers):

U.S. Office Vacancy Rates for December 1995 for CBDs (= Central Business Districts) of 10 million square feet (or more):

Some suggestions for explanations are given in the article. You may want to come up with others. Maybe we want to ask our expert from Texas (Carlos) what the problems are in Dallas and Houston.

Date: Tue, 16 Jan 1996 22:02:51 -0800 (PST)
From: Economic Geography 
To: "Geography 207 -- 
Subject: Geog.207: Reminders and Thursday Assignment (Project)

We are still missing from a few of you:

	1. your first E-mail message (we have connected you anyway,
		but please send us that message!)
		(This message was supposed to tell us a bit about your 
background, interests and class aspirations, however only those details 
which you feel we ought to know...)

	2. your Economic Geography statement (remains due, if you have not 
sent it yet; it needs to become better as it becomes more and more overdue 
due to your intermittantly gained wisdoms)
	3. your Information Technology questionnaire (ask Carlos for a copy)
	4. your Electronic Skills Check-Off List (ditto)

About 55 out of 70 took the Mini-Midterm which will be returned on Thursday.
The range of "numbers" so far (approx. 60% graded) was 11 to 33 (out of 30). 
For those who did not take it: The examination questions were added to
the "Examinations" Page on the Web (with 
references to appropriate answers). 

"We" meant it when we said that we would love to help you get over the
initial electronic difficulties. Drop by and let us show you (we may be a
few days or weeks ahead of you, not more!). "We" means Carlos, Ryan and I.  
Ryan (a senior in Geography) sent me this message:
I will hold my office hours in Smith 411 on Tuesdays at 2:30 and
Thursdays at 11. (1/2 hour)  [.....] Ryan 
He will be at these times in Smith 411. Do not make him feel lonely. 
Carlos and I will be in our offices during our own office hours and eager
to get you going electronically.... as needed!!

Finally, I lifted the following statement out of the class calendar for 
January 18. Together with what I said about the assignment today in class, 
the purpose and the nature of the content of the Thursday assignment 
should be clear:

 Due: Project, Part I: Progress Report (1 page per student, to
          be submitted (stapled) together for the group; reporting both
          on the joint theme and course proposal intentions as well as on
          the individual's component; should include at least three
          references [1 book, 1 journal article and 1 internet site per
					  Auf Wiedersehen!  G.K.

Date: Tue, 16 Jan 1996 10:36:59 -0800 (PST) From: Anne Zald To: Economic Geography Subject: Collab hours I said last week that I'd get you some info on the hours of the collaboratory to add to the web site. The hours are not yet final, due to the shortage of student staff. Continuing efforts are underway to interview and hire student staff by C&C (if you know of any students who need a job and have familiarity with pc's, macs and xterminals encourage them to pick up an application in the CRC!). Below are the staffed hours as of Wednesday of last week. As students are hired we should see more evening and weekend hours for drop-in use. M-F 8:30-9:30 M 1:30-7, 8-10 T 12:30-5:30, 6-9 W 11:30-10 Th 1-6 F 10-9 Again, when there are classes scheduled in the lab, there will be no drop-in use. Classes are scheduled: M 11:30-4:30 T 9:30-11:20 W 12:30-2:30, 3-4:20 Th 9:30-11:20,1:30-2:20 F 1:30-3, 3:30-5:30 Perhaps a chart with class times xxx'd out would be easier?

Anne E. Zald Geography/UWired Librarian 206/616-1541

Date: Thu, 11 Jan 1996 10:12:22 -0800 (PST) To: Subject: Please inform students Please let your students know that the application deadline for study abroad for most West European countries is Feb 1. Students should visit the Office of Int'l Programs & Exchanges, 516 Schmitz Hall to pick up applications.

Date: Wed, 10 Jan 1996 08:50:32 -0800 (PST) To: Economic Geography Cc: Subject: Questions I have more questions about logistics: 1. Weekly reading: are we to have this done by any certain day each week. I assume we at least need to have it done by quiz day. 2. Computers: can anyone enrolled in a geog. class use the computers in in the Geog. dept. anytime? 3. Research: I started looking through the internet for things on my theme (multinational capital and corporations). How do we know which sources are reliable, i.e., assuming anyone can post their opinion on a web page, how do we know if they have credentials (I assume information from the Washington Post is reliable) or whether we're looking at some radical publication or just an opinion from anyone who had time to make a web page. Are these things I should go see Anne Zald about? Thanks for your help.

Date: Wed, 10 Jan 1996 10:08:57 -0800 (PST) From: Economic Geography Cc: Subject: Re: Questions Jane Doe: Good questions! 1. Readings will become more specifically associated with individual days. At this point, the role of the readings is a general one, helping us to "get onto the same frequency". You are right, however, the readings for this week will be due by the time of the MM (Mini-Midterm). (with some flexibility due to the Bookstore problems) 2. The computer lab in Smith 411 ("Lynx in Lounge") is wide open for all Geog.207 students (we may get Netscape computers into this room soon!) The Sherman Lab (Smith 4o1?) is NOT available for 207 business. 3. Developing a judgement as to what sources are "reliable" is something all of us have to learn, starting with our friends, instructors, local and national newspapers, TV news etc. In general, we have to be somewhat more cautious with Internet sources than we have to be with academic books or journals since most of them are "peer-reviewed" and carefully edited. But not always, and not all "peers" know what they are doing. Besides, in the social sciences, there are as many opinions as they are social scientists... thus, you being an up-and-coming social scientist, develop yet another set of opinions and some judgement as to what to believe, what to check out for accuracy, when to solicit second opinions etc. But clearly be cautious with whatever you come across wherever (including in class!). This story will be continued... including by Anne Zald (I assume). Yes, this is something you can see Anne Zald about. We all are part of the effort to improve the quality of information and to convey to students criteria and processes to make better judgements as to the quality of any particular information. If you want to make a judgement as to the credibility of a specific author (in a journal, book or on the Internet) and this credibility is sufficiently important for your own research plans, find more publications from this individual (through the Library data bases or via an Internet "Search Engine) , find out who may have quoted this individual in what context (e.g. through the Social Science Citation Index), where this person comes from etc.. Often, this is as important research as your initial research topic. Hope this helps! GK

On Tue, 9 Jan 1996, John Doe wrote: > Can you give me a specific idea of how the service learning option > fulfills part of my project? I understand from Carlos that my > presentation will be specifically about whatever I'm doing with the > service learning. Is this the only difference b/w doing it and not? > (Besides the obvious and plentiful benefits I'll get, of course)

Date: Wed, 10 Jan 1996 07:44:33 -0800 (PST) From: Economic Geography Subject: Geog.207: Congratulations! Re: Service Learning Thanks for asking. The moment I know where you are planning to serve and what your specific roles will be, I'll become more specific. However, it probably would not be a bad idea to stop by my office a.s.a.p.. In general, you are asked to select a "concentration" as all students are in the class and to participate in a "proposal-group". We want you to be able to prepare yourself for the 207-perspective of your service-learning experience. For part 2, we suggest that you write a report or "journal" in which you not only tell us about your experience but also about specific ties to 207 and insights you have gained which you were able to connect to your 207 knowledge and insights. Please keep in touch! Gunter Krumme P.S.: I will be in my office more or less all day today (416 Smith) and tomorrow (Thu) afternoon.

Date: Mon, 8 Jan 1996 20:49:59 -0800 (PST) From: Economic Geography Subject: 207 / Re: Second e-mail On Mon, 8 Jan 1996, (one in our class) wrote: > Hi! [.....] Also, sometime ago, I read a little > bit of the book "The raise and fall of the empires" by Paul Kennedy, in > that book there is a good description of the economics events that led > in part to World war I and II. I was wondering if there is any book > that makes that kind of analysis about the current political-economical > situation. XYZ: I am not entirely sure what you mean by "that kind of analysis" (i.e. whether you are looking for some predication of two more world wars), but you may want to look at Paul Kennedy's more recent book on: Preparing for the Twenty-first Century. HarperCollins 1993 (a book packed with all sorts of relevant socio-economic facts and a good deal of analysis!). Three other interesting (less factual- descriptive, more economic- analytical) books are on Reserve for Geography 207, also dealing with economic change at the global level... seen from an American point of view, namely the books by Reich (Work of Nations), Thurow (Head to Head) and Tyson (Who's Bashing Whom?). GK

Date: Fri, 5 Jan 1996 10:19:35 -0800 (PST) To: Subject: Questions re 207 I have a few questions: 1. In the text on p. 13, first paragraph, there is a reference to a growth in DIY; I can find no definition of DIY. Can you tell me what it means? 2. I stopped by the library to look at the books on reserve and wanted to know if we are expected to read or skim through them, or are we just to be aware they are there if we need them for reference? 3. Yesterday in class you said there are notes from the 1/2 lecture on the Agenda on the internet. Will there always be notes that we should look at after each lecture? 4. Regarding the weekly glossary, on the list of words under Johnston, do we need to buy the Johnston dictionary in addition to Goodall? If we find the Johnston words in the text or the Goodall dictionary, is that good enough or do we specifically need to see Johnston's definitions? Thanks for your help!

Krumme's answers: Date: Fri, 5 Jan 1996 14:24:47 -0800 (PST) From: Economic Geography Subject: Re: Questions re 207 These are all good questions related to class issues which will become clearer as time goes on. Students in 207 have many different backgrounds, needs and projects; what applies to one may not apply to all.... Let me get started: 1. DIY = Do it yourself 2. Get a feel for where the sources are which YOU need, incl. those on Reserve. 3. I will be defining the role of the weekly electronic agenda in class... I am still learning what can be done with this technology... You surely do not have to check my summary of the class if you have been in class. 4. You do NOT need to buy the Johnston dictionary!! The whole glossary idea is to help you locate definitions of terms which we will be using. You are NOT accountable for terms which we have not used in class or which have not appeared in required readings (even if they are appearing in the glossary listings). On the other hand, developing your own glossary might be a good idea.... Getting involved in a new discipline or subject area requires that one learns the "language" i.e. the means needed for communication. The English language has only so many words which need to be used for many different concepts. One of our prime initial objective is to connect concepts to terms. How can we conceptualize and build conceptual frameworks without some terminology? Hope this helps. Keep your questions coming.... GK

Date: Mon, 1 Jan 1996 17:52:18 -0800 (PST) From: "D. Mathewson" To: Geography Undergraduates Subject: Winter quarter (advising) hours M 8-12; W 9-1; F 10-2 and, of course, by appointment. Call 543-7793. Dion

* * The OUGL Lab will be available for Geog.207 related work during selected times other than our formal weekly Lab Hour. Inquire for details.

Date: Fri, 1 Dec 1995 20:13:37 -0800 (PST)
From: Gunter Krumme 
Subject: Re: GEOG 207
Geog.207 will have a quasi-optional "remote" component replacing (only!!) the Quiz Section on Mondays. This will be a contractual arrangement between individual students and me requiring weekly e-mail check-ins with reports on the progress of projects Part I and II.
Stay tuned or ask further questions. G.K.

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