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GEOG 240

GEOG 240. Economic Geography. Instructor: Don Alexander Office: 359, Room 215 Office hours: Mondays and Wednesdays, noon-1 p.m., or by appointment Phone: 753-3245, ex. 2261 (if you are out of the local calling area, you can dial 1-888-920-2221, and then 2261). E-mail: don.alexander@viu.ca

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GEOG 240

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  1. GEOG 240 Economic Geography

  2. Instructor: Don Alexander • Office: 359, Room 215 • Office hours: Mondays and Wednesdays, noon-1 p.m., or by appointment • Phone: 753-3245, ex. 2261 (if you are out of the local calling area, you can dial 1-888-920-2221, and then 2261). • E-mail: don.alexander@viu.ca • Textbook: Introduction to Economic Geography: Globalization, Uneven Development and Place (2nd ed.) by Danny Mackinnon and Andrew Cumbers (Harlow, UK: Pearson, UK, 2011). [copies in the bookstore] • introductions Welcome to 240!

  3. Student Free Store: Thursday the 6th- 9 a.m. to 2 p.m. in Lower Cafeteria • Geography Department Welcome Back event– Wednesday the 12th at 10:30 a.m. in Map Room • Potentially looking for a Work Opportunity research assistant to work fall and spring semester (70 hours a semester). If interested, see me for more details. • If you are reading these notes on-line, and you want me to hold a place for you in the class, send me an e-mail. Announcements

  4. Geography is about what distinguishes one place from another and why, and about how phenomena influence one another through and across space • Economic geography “addresses questions about the location and distribution of economic activity, the role of uneven economic development, and the processes of local and regional economic development” (Mackinnon and Cumbers) Economic Geography

  5. Three major themes of the text: • Globalization: connection between people and firms, as expressed through the flow of goods, services, money, information and people across national/ continental borders. • Uneven development: why some areas thrive and others stagnate or decline over time. • Place: how the economy is affected by local and regional geographical factors, both physical and cultural, and how in turn the economy affects local and regional places. Economic Geography

  6. The text makes use of three key concepts of geography: • Scale- from the local to the global (see Figure 1.1) • Space- “an area of the Earth’s surface, such that contained within the boundaries of a particular region or country…” • Place- “refers to a particular area (space), usually occupied, to which a group of people have become attached endowing it with meaning and significance.” • At a variety of scales, human actions transform spaces into places. Can you think of examples? Economic Geography

  7. Inter-regional and global cultural and economic connections have existed for millennia, but they have greatly intensified in the past thirty years • This is partly because of what geographer David Harvey calls “space-time compression.” Any idea what this might refer to? (see Figure 1.2) • Globalization has been accelerated by the adoption of ‘neo-liberal’ policies over the last thirty years which argue for a minimum of government interference in the market and for the removing of barriers to the free flow of capital, investment, and trade. It has also been facilitated by a variety of international economic organizations. Can you name any? Globalization

  8. Intensified globalization has also engendered what the textbook authors call a “counter-globalization” movement, exemplified by the 1999 “Battle for Seattle.” • Arguably, the ‘Occupy’ movement is part of the same trend. What do Occupy activists believe in? Do counter-globalization authors and activists believe in a single alternative to global corporate capitalism? Globalization

  9. Different nations and regions are blessed with different resource endowments. Does being rich in natural resources always ensure that a country or region prospers? • What are some other geographical factors that might affect how well a region or even city does economically? • Can this change over time and, if so, how? • Are countries moving closer together or further apart in terms of prosperity (see Figure 1.3)? Uneven Development

  10. ‘Unevenness’ can mani-fest both between countries and within countries. • ‘Have’ regions (even in relative terms) tend to attract workers from poorer areas. Can you think of examples? • Formerly developed regions can see a major change in their fortunes. Can you think of examples? Detroit graphic courtesy of Bing images Uneven Development

  11. How have our images of specific places been influenced by dominant industries or economic sectors, even if these associations are no longer based on reality? • When cities or regions are at their peak, what is it that enables them to be relatively successful? • What kinds of factors can change, thus undermining their predominance? • What is the concept of the commodity chain and how does it fit into all of this? Place

  12. This course will focus on key patterns, processes and trends that are of interest to economic geographers, including: • The “staples thesis” and related linkage issues • Globalization and connectedness across space • Uneven geographic development • The importance of place to economic processes and phenomena • Fordism and post-Fordism • The role of the state and governmental policies in relation to the economy • Keynesianism and neo-liberalism Course Focus and Objectives

  13. Innovation and technological change (including issues of intellectual property) • The rise of consumerism and planned obsolescence • The rise of multi-national corporations (MNCs) and the new international division of labour (NIDL) • Foreign direct investment • Deindustrialization and outsourcing • Change in labour markets/ labour rights • “free trade” vs. “fair trade” • The benefits of national and regional self-reliance vs. potential inefficiencies thereof Course Focus and Objectives

  14. demonstrate a profound grasp of key concepts (as measured by in-class discussions, the mid-term, the major assignment and final exam); • be able to apply them thoughtfully to cases (as measured by in-class discussions the major assignment and, possibly, the final exam); • show progress in the quality of your oral and writing skills (as measured by in-class discussions and major assignment). To Do Well in the Course

  15. Attendance and Participation (including bring resources to my and class’ attention)- 10% • Mid-Term Exam- 20% • Major Assignment- 35% (inc. 5% for outline and 5% for class report) [this will consist of a case study that illustrates one or more key concepts from the course – see the course outline; more info. soon] • Preparing and Leading Class Discussions- 10% • Final Exam- 25%  Assignments

  16. Laptops will be allowed in class. However, if they start to be used for watching movies, surfing the net (other than to get information to support class topics), or messaging, their use will be stopped. • Please turn off your cell phones or put them on vibrate when you enter class. If you really need to take a call during class, please exit the classroom as quietly and unobtrusively as possible. Cell phones and laptops are not permitted during exams. Laptops and Cell Phone Policy

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