RYERSON UNIVERSITYDepartment of Geography and Environmental Studies

GEO 530: Urban and Economic Geography Winter 2018Instructor: Dr. Philip CoppackOffice: JOR 608Phone: 416-979-5000 ext. 6174 (I don’t respond well to phone calls...)Email: pcoppack@geography.ryerson.ca (…but will answer e-mails within reason (see box below))Website: www.geography.ryerson.ca/coppack/geo530 NOT A D2L SITE! Office hours: By chance or appointment.Course Format: Lectures (3 hours/week): POD 370, 3pm-6pm Monday.

READ ALL OF THIS BOX NOWYou are responsible for reading everything in this course outline, in the PowerPoint slides, in the

Ryerson emails I send, and in the lecture material I present.Students are required to use their Ryerson email address for communication with the instructor. It is

the responsibility of students to check their Ryerson email and the course website regularly.I will not respond to any email question where the answer is in this material.

Be sure any email to me comes from your Ryerson account and has exactly the following subject line or they will end up in junk mail: Geography 530 student query-2017

NOTETHIS COURSE DOES NOT USE D2L EXCEPT FOR EMAIL PURPOSES.

THE WEBSITE ADDRESS FOR THIS COURSE IS:www.geography.ryerson.ca/coppack/geo530

The Faculty Course Survey will be conducted online March 23 - April 3.

COURSE DESCRIPTION: This course explores four major areas of spatial economic activity. First, it looks at economic history – why the world looks the way it does today, and the mechanisms and processes that give rise to it. Second, it explores the theory, concepts and methods underlying the spatial distribution of economic activities across the landscape. It pays particular attention to the spatial patterns that arise in the distribution of the principal economic sectors of the economy: the resources, manufacturing, and service sectors, and to the geographical economics of urban land use patterns. Third, it examines current geopolitics as they pertain to economics. Here we will look at the rise of populism and its effects such as Brexit, tax increases, and economic growth and voodoo economics.

COURSE EVALUATION:Paper proposal 20% (due dates see schedule below)Paper final draft 30% (due dates see schedule below)In-class multiple choice tests (5x10%) 50% (due dates see schedule below)

There is no final exam in this course so do not miss the tests.

NOTE: Tests will be run in the first 40 minutes of the class and will be comprised of 40 multiple choice questions. IF YOU MISS A TEST, THERE ARE ABSOLUTELY NO REWRITES OF THEM FOR ANY REASON. YOU WILL LOSE THE GRADE FOR IT – NO EXCEPTIONS.

LECTURE SCHEDULEWeek# Lectures Assignments

1Jan 15

1. Introduction.Course mechanics.The Space Economy – definition and structureModeling: what it is and how it is used.Landscapes: homogeneity, isotropy and reality(ies).Modelling: Scale and Chaos

Distribute proposal-paper

assignment with course

outline.

SPATIAL MACROECONOMIC BACKGROUND2

Jan 222. The Engine of Economic Growth and Change: Demographics.Population growth, fertility, survival, dependency.Population structure: transition and pyramids.

3Jan 29

3. Economic Change and UrbanisationMercantilism+Renaissance=Transformation: a canvas for change.Macroeconomic Eras – two flavours: revolutions and capital.Global Economy since 1945.Cities as points of socio-economic transformation.Urban growth versus urbanization.Demographic transition, urbanization, and economic transformation model.Colonialisation and decolonialisation.

Quiz #1Lectures 1,2

4Feb 5

4. Finance, Cycles, Agglomeration and Scale.Money!Booms, busts, and the financial/banking system.Economic cycles: Kondratieff, Keynes, inventory and product.Internal scale economies.External scale economies.

ECONOMIC SECTOR MODELLING5

Feb 125. Economic Base Theory, Economic Classifications, Data, MethodsThe fundamental geographic structure of economies. “Basic” and “non-basic” economic activities.The B/NB ratio and the multiplier concept.Classification systemsEconomic indicators, indices, data, and sources.Current and constant dollars.Location quotients.Shift-share analysis.Gini coefficients, Lorenz and other curves.Productivity, capacity utilisation, and input-output.Relative and absolute change, rates and levels of change.

Quiz #2Lectures 3,4

5Feb 19 READING WEEK

ECONOMIC SECTOR MODELS7

Feb 266. Agricultural, Resource Location, Urban Economics and Land Use.Von Thunen and the concept of bid rent.Models of urban structure - an overview.Alonso and urban rent theory.Peak value intersections.The economics of urban slums.The economics of urban sprawl.Zimmerman's Axiom: resources aren't, they become: resource economics.

Proposal due

8Mar 5

7. Manufacturing: from weight watching to getting satisfaction.Maximization approaches: Weber and the weight loss hypothesis.Optimization approaches: Losch and the pursuit of profit.Behavioral approaches: Smith and margins of profitability.

Quiz #3Lectures 5,6

Decision making approaches: Simon and satisficing.Spatial cost curves.Model of industrial location change.Industrialisation, Deindustrialisation, Industrial Restructuring.Measuring degree and type of change.

9Mar 12

8. Retail and Services Location.Christaller and central place theory: range, threshold, K patterns.Distance decay and the economics of urban demand and supply.Elasticity.Gravity models.

Return proposal

MOVEMENT10

Mar 199. Interaction and Time, Space, and Time-SpaceArrow of time.Time-space cubes, prisms and paths.Discretionary and obligatory events.Time-space convergence.Proxemics and social distance.InteractionInteraction models: gravity & distance decay.

Quiz #4Lectures 7,8

11Mar 26

10. Transportation and Diffusion.Networks.Network analysis tools.Transportation Economics.Modes of transportation.The cost of traffic jams.Diffusion: what it is.Modelling diffusion – Hagerstrand.

Final Paper Due

NOTE: FRIDAY MARCH 31 IS THE LAST DATE TO DROP COURSES WITHOUT ACADEMIC PENALTY. IT IS BETTER TO DROP A COURSE THAN TO FAIL A COURSE. REMEMBER: ‘F’ IS FOREVER.

GROWTH AND DEVELOPMENT12

April 211. Economic Growth, Regional Development & Income Inequality:Brexit and border taxes: Trump, zombie economics, the rise of populism, and the decline of economic reason in the post-truth world.Income, income inequality and wellbeing.

Quiz #5Lectures 9,10

13April 9

12. Course Wrap Up Return Papers

REQUIRED TEXT – PowerPoint at www.geography.ryerson.ca/coppack/geo530There is no assigned textbook for this course. The PowerPoint and their notes are detailed and extensive and serve as a text for this course. But there are some good general references you should look at:

General text books (oldies and goldies - in order of pertinence):Lloyd, Peter and Peter Dicken (1977) Location in Space: A Theoretical Approach to Economic Geography. Harper Row.Dicken, Peter (1986). Global Shift. Industrial Change in a Turbulent World. Harper Row.De Faust, and Sousa (1979) World Space Economy.Hayter, Roger and Jerry Patchell (2011). Economic Geography. An Institutional Approach. Oxford University Press.

Most of these references pertain more to the 2008 crisis and its aftermath but are great for the financial sector and global macroeconomics overviews:Lewis, Michael (all by Lewis and all are really good):The Big Short (about the subprime mortgage (SPM) fiasco).Boomerang (how Iceland, Greece, Ireland, and Germany fared – also has a summary of the SPM fiasco).Flash Boys (about electronic trading distorts the stock market).Liar’s Poker (how Wall Street trading rooms work).The New New Thing (about Silicon Valley).Sorkin, Andrew Ross. Too Big To Fail. (Excellent summary of the SPM fiasco and the ensuing bank mergers).Irwin, Neil. The Alchemists. (Brilliant story of US, UK, EU central bankers’ responses to SPM fallout).Malkiel, Burton. A Random Walk Down Wall Street. (Classic book on investment strategies but has a great overview of how Wall Street stock markets work and, mostly, of past financial crises.)Mayer, Jane. Dark Money. (Depressing exposé on how and why the ultra wealthy right wing shape elections and power.)

A FEW GOOD DATA SOURCESStats Canada Yearbooks:http://www65.statcan.gc.ca/acyb01/acyb01_0000-eng.htmHistorical data on all aspects of Canadian social, demographic and economic life, from 1870 to 1964.CANSIM:Capital expenditures 1991-2013 (click Add/Remove tab and scroll down and change dates).http://www5.statcan.gc.ca/cansim/pick-Choisir?lang=eng&p2=33&id=0290009Manufacturing sales 1990-2003 (click Add/Remove tab and scroll down and change dates).http://www5.statcan.gc.ca/cansim/a05?lang=eng&id=3010005&pattern=3010005&searchTypeByValue=1&p2=35Employment and labour stats 1976-2010http://www.statcan.gc.ca/pub/11-210-x/2010000/t020-eng.htmPortal to other manufacturing stats.http://www5.statcan.gc.ca/subject-sujet/result-resultat?pid=4005&id=-4005&lang=eng&type=ARRAY&pageNum=1&more=0Portal to other Employment and labour stats 1976-2010http://www.statcan.gc.ca/pub/11-210-x/2010000/tablelist-listetableaux2-eng.htmINTERNATIONAL SOURCES:World Bank Indicators:http://data.worldbank.org/indicator/NV.IND.TOTL.KDInternational Monetary Fund (IMF):Homepage for data:http://www.imf.org/external/data.htmMapper (needs Flash):http://www.imf.org/external/datamapper/index.phpOrganisation for Economic Cooperation and Development (OECD):http://stats.oecd.org/index.aspxPRB (Population Reference Bureau):http://www.prb.org/DataFinder.aspxWorld Health Organisation (WHO):http://apps.who.int/gho/data/?theme=mainGlobal Burden of Disease (Institute for Health Metrics and Evaluation):

http://www.healthmetricsandevaluation.org/gbd/publications/policy-report/global-burden-disease-generating-evidence-guiding-policy

GOOD WEBSITEShttp://laborsta.ilo.org/STP/guesthttp://www.ilo.org/public/english/support/lib/resource/subject/labourstat.htmhttp://www.imf.org/external/datamapper/index.phphttp://www.gapminder.org/data/http://databank.worldbank.org/ddp/home.do?Step=3&id=4http://www.principalglobalindicators.org/default.aspxhttp://www.prb.org/DataFinder/Geography.aspx?loct=4http://www.statcan.gc.ca/start-debut-eng.html

Geography 530 Assignment Winter 2018IMPORTANT!≪≪≪≪≪≪ READ THE REST OF THIS ASSIGNMENT DOCUMENT ≫≫≫≫≫>

Just because you don’t read it doesn’t mean it doesn’t exist.Use the Research Process Flowchart and Proposal Example Table at the end of this document.

Purpose:The purpose of the course assignment is twofold. The first is to allow you to explore a topic of your choice in Economic Geography. The second is to allow you to practice formulating and writing a proper academic research proposal. Both of these goals will weigh equally in your final grade for the paper.

Structure:The assignment has two parts. First, you must write a proposal for a research paper following the detailed guidelines provided below. READ THEM CAREFULLY AND FOLLOW THEM DILIGENTLY. Second, using a corrected proposal as the first three pages, you must write the paper itself integrating feedback from the proposal stage. The proposal will be re-evaluated as part of the paper so the grade on it will change as well.

NOTE: THIS IS THE HARDEST ASSIGNMENT YOU WILL EVER DO BECAUSE:1. IT LOOKS EASY.

2. IT REQUIRES THAT YOU READ AND FOLLOW THIS ENTIRE ASSIGNMENT DOCUMENT THOROUGHLY.3. YOU HAVE TO STAY HIGHLY FOCUSSED ON A SMALL TOPIC.

4. EACH SECTION MUST SPIRAL DOWN TIGHTLY FROM THE PREVIOUS SECTIONS.5. IT IS THE PROCESS THAT IS IMPORTANT NOT THE TOPIC YOU CHOOSE.

Length and Grade:The proposal is worth 20% of the course grade and should not exceed THREE typewritten narrative pages. The paper is worth 30% of the course grade and should not exceed SIX typewritten narrative pages INCLUDING THE CORRECTED ORIGINAL PROPOSAL AS THE FIRST THREE PAGES. Both items must follow the Research Process Flowchart and the Proposal Example Table. These two documents are found below. You must also follow the Writing Guidelines below and you should also pay attention to the Marking Guidelines, also found below. Fundamentally, the paper should accomplish the proposal, incorporating any comments offered in it.

THE ORIGINAL UNREPAIRED PROPOSAL, WITH MY COMMENTS, IS TO BE ATTACHED AS AN APPENDIX TO YOUR PAPER. IF IT IS NOT THERE YOU WILL LOSE 10% OF YOUR FINAL PAPER GRADE IMMEDIATELY.

PART #1: The ProposalNB: Use the Research Process Flowchart and Proposal Example Table at the end of this document.

A proposal is a statement about what you intend to do in your research paper and why. It should be comprised of the following five sections, presented in the following order, with each section focusing more and more tightly on the nature of the problem to be solved and the way in which you intend to solve it. Be sure to READ the examples given in the step-by-step directions below, the step-by-step Examples Table also below, and in the examples of past student efforts, good and poor, that are on the website for this course.This paper is not about picking a fancy topic in economic geography. It is about developing and executing the steps required to write a research proposal and paper – the same steps you will need for any social science or science based research paper.

Step-by-Step:

The following sections are required and follow the research process flowchart below. 1. Context:The context provides the broadest framework for your topic. For example, global economic changes such as off shore shifts in industrial location to developing countries with cheaper labour have led to industrial change in developed countries. These industries have either gone (deindustrialisation) or have replaced labour with capital (industrial restructuring). The context will include, (1) a statement of the topic as per the previous sentence, (2) the area/region/nation(s) to be examined, (3) the time period or pre- post- date to be used, (4) the general variables/relationships under examination. This should take no more than about a third of a page so do not get wordy.

2. Research Question:The research question must derive from your context and it identifies the specific problem that needs to be investigated in the form of a question! It does so by identifying three components: (1) the general topic under investigation (e.g. industrial change); (2) the specific mechanisms (cause and effects) of industrial change – i.e. cheap labour abroad forces industries to collapse or find an alternative to labour (i.e. machines); (3) precisely what question you are going to examine (e.g. have industries in a given area, say Southern Ontario, industrially restructured or deindustrialised?).

Note that the final product of the Research Question step is a question!

3. Objectives:Objectives focus the research question you identified above. Objectives are a set of precise statements about what you hope to measure in your study and always include two things: variables and relationships. They should be short, simple, objective and do-able. Don't bite off more than you can chew (this is ‘usual big problem #1 – UBP#1’). Continuing the example above, two objectives derived from (2) and (3) above might be:

1. To examine employment change in 20 SIC (or NAICS) groups for Southern Ontario, for 1970, 1980, 1990 2000 and 2010 (pre- and post- offshore relocations).

2. To examine capital investment in the same 20 SIC groups, for the same time period and location.

The objectives would make sense because you would have already outlined some of the structural features of de-industrialisation (such as declining employment and disinvestment) and the time lines, in the problem statement.

Note that the final product of the Objectives step is/are a variable(s) (e.g. employment change and capital investment by SIC) and their relationship (e.g. expected direction of change over which time

period or before/after time).

4. Testable Expectations:Testable expectations focus the specific objectives you have developed (that is, the variable(s) and the relationship(s)) into precise characteristics you expect to find and can actually and practically test for. Testable expectations can be formal "hard" statistical statements, as in the null (H0) and alternate (H1.) hypotheses used in inferential statistical analysis, or they can be verbal "softer" expectations. If you use the word “hypothesis” be sure you execute a thorough inferential statistical study – otherwise do not use this word or words like null or alternate hypotheses or “significant”. It is highly unlikely that you will be executing such a study so stick with the name “testable expectations” and its approach. Testable expectations would be, for the example we are using:

1. That employment (a variable) should decline (a relationship) over the period and in the location(s) in question, in those industries that are actually de-industrialising or industrially restructuring.

2. That employment share (another variable) in the region (as compared to the nation, say) in those same industries should also decline (another relationship).

3. That capital investment (yet another variable) should either decline (relationship) if the industry is deindustrialising or increase (yet another relationship) if it is restructuring in those same industries over the same period in the region.

These testable expectations would make sense because you would know from your context what the variables are, what the time period is, and what relationships you are looking for: that decreasing employment with decreasing investment for Ontario since 1973 characterises de-industrialisation, or decreasing employment with increasing capital investment means restructuring. You could just as easily test for which type of change is occurring rather than asking whether a specific type of change is happening. Note also that you do not have to use formal hypotheses – in fact unless you are going to use inferential statistical methods don’t use the term “hypothesis” at all. Use the term “testable expectation”.

Note that the final product of the Testable Expectations step is a set of specific measurable variables and the relationship you would expect from your research question for a pre- post-date or period and place

(e.g. between 1980 and 2012 employment will decrease relatively as capital investment by SIC increases relatively).

4. Methodology:The methodology outlines the precise steps you intend to take to test the testable elements be they hypotheses or testable elements. You may think of a methodology as defining the manner in which you

propose to answer your testable expectations. This section includes type, method and techniques to be used, and how they will tell you what you want to know. That is, you would outline what you mean by change: absolute or relative? What methods will you use to determine the type of change you’re looking for: trend lines or descriptive (relational or comparative means) statistics? What specific techniques: standard or moving average trend lines? They can be as simple as descriptive percentage comparisons, or as complex as multivariate factor analyses. Don't use techniques that are overkill for your data or problem. Occam’s razor prevails – the simpler the better: do only what is necessary to answer your research question.

In our example we will use simple trend lines of percentage change in share of employment and capital investment by industry group over the period and will expect relative decrease/increase – that is, both

lines may increase but employment will increase more slowly. We will deal with this in the Methods and Data lecture.

5. Data:Data are the fuel that powers your methodology. You should think of data as three things: (1) variables (the column in a spreadsheet – e.g. employment in a given SIC), (2) cases (the rows, e.g. S. Ontario, cities in S. Ontario) and (3) the actual numbers that quantify specific cases of the variables (the cells e.g. employment in a given industry in S. Ontario or a given city). This is the kind of thing we dealt with in our Geography Statistics course and thus it should be obvious that imprecise, inappropriate, or simply wrong data will give you either no results or - worse - erroneous conclusions about your testable expectations. The objectives and testable expectations dictate the type of data you will need - in our example, employment and capital investment numbers for the SIC industry groups for Southern Ontario, for the years in question. The methodology indicates the level and precision of the data required -- ordinal, interval, or ratio – and whether it can be plotted as a trend line. The final question to ask yourself is whether the data are available for the time and place you need and if so, from where? It's more than likely that the data you need won't be available, or at least not be available at the scale or level of accuracy that you need to make definitive statements about your testable elements. SO BE SURE THAT YOUR DATA IS AVAILABLE BEFORE EMBARKING TOO FAR INTO A RESEARCH PROBLEM.

In our example getting employment data is not a problem. But you will likely find that capital investment data by SIC for Southern Ontario for the years in question is unavailable. Is there any other data that would do the job? Are there any surrogate measures? In our case we may be able to use value added.

More on these things in the Methods and Data lecture.

6. Writing the Proposal:The writing of a proposal is an exercise in problem formulation and developing the methods of solving it without an actual solution to the problem being presented. YOU WILL BE MARKED RIGOROUSLY ON HOW YOU EXECUTE THE PROCESS AND NOT ON THE COMPLEXITY OF YOUR TOPIC. It is one of the most important tasks you will learn here and need in the workplace as a research analyst. In fact, your most important goal throughout your four years here is to become expert problem solvers, the first step of which involves problem recognition and research question formulation.

Step #2: The Paper

The paper itself should be a translation of the proposal into action. In fact, the corrected proposal should become the introductory first three pages of the paper. THE ORIGINAL UNCORRECTED PROPOSAL, WITH MY COMMENTS, IS TO BE ATTACHED AS AN APPENDIX TO YOUR PAPER. FAILURE TO DO SO WILL RESULT IN AN

IMMEDIATE AND UNRECOVERABLE LOSS OF 10% OF YOUR PAPER GRADE. As a point of interest, in a graduate (or even undergraduate) research paper or thesis, the proposal becomes Chapters 1 through 3. DUE TO THE TIGHT DEADLINES BETWEEN PROPOSAL AND PAPER THERE WILL BE NO EXTENSIONS ON THE DUE DATE FOR THE PROPOSAL. That is, you will hand in something by the due date and take the grading consequences of it.

The grade for the paper will reflect two things. The first is if you have taken my commentary from the proposal and used it. The second is the quality of the new stuff in the paper. The grade does not get broken out this way but is taken into account. That is, just because you get a good grade on the proposal does not mean that the first part of the paper will get a good grade unless you accommodate my comments and follow through into the paper with them. Likewise, a poor proposal can redeem itself here with a good rewrite and execution. YOUR ORIGINAL PROPOSAL GRADE COULD IMPROVE IF THE CORRECTIONS ARE DONE AND EXECUTED PROPERLY, BUT AN EXCELLENT RESULTS SECTION WILL NOT GET AN EXCELLENT PAPER GRADE IF THE PROPOSAL REMAINS ONLY ADEQUATE.

General Writing Guidelines For My Courses A.K.A. Writing Irritations To Avoid At All Costs!

DO NOT use those appalling plastic slipcovers with the stiff spines for your essays. Use a simple, cheap, effective staple in the top left hand corner. If the paper is supposed to contain your field work and/or surveys, staple it all together. None of the topics requires so bulky a package as to make this impossible.

TYPED papers only are acceptable. Do not submit a hand written paper or it will be returned to you for typing, with the subsequent late penalties applying. USE SPELL CHECK AND GRAMMAR CHECK!

MARGINS are to be “Office Normal”: 2.54 cm all around, and the TYPEFACE should be in black 12 point CG Times or Calibri only. Do not get creative with this. A whole essay in colourful Italics or script or Magneto is extraordinarily tiresome to read. In fact, it will be returned to you unmarked for resubmission with appropriate late penalties.

PAPER should be white bond only. Don't hand in those awful sky scenes or wrinkled paper designs the bookstore is selling. Again they are tiresome in the extreme to read and completely unnecessary: they don't improve your writing style, believe it or not.

LINE SPACING should be 1.5 only. PAGE NUMBERS should be on every page of text, bottom centre.

HEADINGS/SUB-HEADINGS should not be used beyond the research paper format outlined above.

FIGURE/TABLE references should be stated as Figure 1, Table 1 etc. and put into the sentence where you first refer to the item. Do not write "see Figure so and so".

LAST NAMES AND FIRST NAMES (especially last names) should appear as they do in your official registration records and hence on my grade recording sheets. ALWAYS put your student ID number on your work. These should be put into the appropriate slots on the Title Page Template provided.

AMOUNT, LEVEL, QUANTITY, and NUMBER: get them correct. People are not an amount, they are a number, milk is an amount - gallons of milk are a number. As a loose rule, if the object(s) to which you are referring come in discrete units they are a number or a quantity; otherwise they are an amount or level.

JARGON: Avoid it like the plague. I don't care what the arguments are for it, it creates confusion and obfuscation and unnecessary complications for all who are not privy to it.

WHEREAS should not be used to start a sentence … unless you intend to finish it. This is a sentence. Whereas this is not. But joining the two with a comma would have worked (though the sentence wouldn't make any sense!).

NEVERNEVERNEVERNEVERNEVER use the word "prove". It is not possible to prove anything, only to disprove it. If you don't believe this, then read Carl Popper and Thomas Kuhn on the matter.

ITS, IT'S & ITS': This is one of the most common and annoying grammatical errors in student essays. It's = it is; its = the possessive of the pronoun "it" - The dog wagged its tail; its' = nothing at all in English.

ALOT & CAN NOT: These are two more of the most annoying and common grammatical errors, and they really annoy me. Alot is not a word, it is two very poor words "a lot"; use many, several, much. Can not is not two words it is one word "cannot", the negative of "can". INDEPTH is another of these "let's make two words into one" aggravations - it is two words: "in depth".

SEXIST, RACIST, or HOMOPHOBIC language is not condoned in society as a whole, at Ryerson, or in my classes.

Marking Rubrics and Templates

Below are: A marking rubric. The grade recording template that will be returned with your marked paper. This is to illustrate the weights I

assign to the various components of your paper. Do not append it to your paper! A front page template that you must use.

The grading material gives you an idea of how papers get marked and what constitutes the various grades that you receive in this course, and more generally in university. In university, grades are not what you may think they are so read this material carefully. An average grade in university is a ‘C’ not a ‘B’. What you think a paper is worth and what you get for it are usually not highly related. Putting a great deal of work into your paper is no guarantee you’ll get a good grade; however, doing little or no work is usually the path to a poor grade. When we mark papers we do not go out of our way to give you what you might consider to be a poor grade. Remember – you wrote the paper and earned the grade and what gets evaluated is what you actually wrote and not what I am supposed to read. Two things you should note about grades. First, it is virtually impossible in an essay type assignment to allocate numeric grades. So even though you may see numbers, it is the letter equivalent of the range that approximates what the paper was worth. Second, trying to negotiate for a couple of extra grade points will likely have no effect on your overall grade for the course. Final grades are assigned as letter grades only.

Title Page Template:You must use the template below as your title page. DO NOT CHANGE IT. Be sure to use the LAST NAME and FIRST NAME that appear on your official Ryerson record and thus my class list. DO NOT FORGET YOUR ID NUMBER.

TYPE ALL ENTRIES BELOW AND DO NOT ALTER THIS TEMPLATE!USE THE SURNAME AND FIRST NAME USED BY RYERSON.

LAST NAME:FIRST NAME:STUDENT NUMBER:COURSE: SECTION NUMBER:INSTRUCTOR: Dr. Philip Coppack, JOR 609

ESSAY TOPIC: ESSAY REGION:

ESSAY TITLE:

Staple Only!

MARKING GUIDELINESTo be considered excellent a paper must have received an excellent rating in all three categories. NOTE that in university a “satisfactory” paper will get a ‘C’ NOT a ‘B’. And if you expect an ‘A’ grade, write an ‘A’ paper.

MATERIAL ORGANISATION STYLEEXCELLENT (‘A’ range – you have excelled)

Clear and penetrating ideas.Mature grasp of the subject.Accurate and plentiful documentation.Focused on problem to be solved and linked to larger context.Research/data exhaustive, rich, connected and pertinent.

Clear focus with original thesis.Clear and purposeful development.Rich in detail and rigorous in reasoning.Smooth transitions, clearly connecting elements of the paper.

Diction clear and concise.Concern for reader and delight in the language.Appropriate tone and pointed emphasis.Mastery of the mechanics of the language.

GOOD (‘B’ range – you have exceeded expectations)Clear and interesting ideas.Good grasp of subject, with some omissions.Accurate documentation.Focused on problem to be solved. Research/data detailed, connected and pertinent.

Clear and specific focus.Clear and adequate development.Sufficient but limited details.Sound reasoning.Adequate transitions connecting elements of the paper.

Diction appropriate and accurate.Varied and appropriate sentences.Tone generally appropriate and emphasis apparent rather than pointed.Good grasp of language mechanics.

SATISFACTORY (‘C’ range – you have met expectations)Clear ideas.Grasp of subject but assimilation of ideas incomplete.Accurate documentation but limited in number and variety of sources.Wanders occasionally from focus of problem.Research/data present but light and simple, little connection to topic and not really pertinent.

Thesis clear but simple and/or insufficient.Barely sufficient details and occasionally faulty reasoning.Some awkward transitions or gaps in the structure of the paper.

Diction limited or word flowery.Similar sentence lengths.Tone and/or emphasis not always appropriate.Adequate grasp of language mechanics.

POOR (‘D’ range – you have not met expectations)Confused thoughts.Little or no documentation and of inferior quality or suspect sources.Unfocussed and not addressing the research problem.Little or no research/data present, little connection to topic and not pertinent.

No focus.Insufficient detail to make the case.Faulty reasoning.No apparent structure and awkward transitions.

Awkward and faulty use of language.Poor grasp of language mechanics.Inappropriate tone.

BASIS OF EVALUATIONSome or all of the items within each element may apply to your paper.

Name: ___________________________________________

IDEA/RESEARCH QUESTIONIncludes originality and creativity of research idea, or execution of pre-set topic; staying on topic

and answering the question set; pertinence and connection to course content; links to course concepts; accurate use of concepts; feasibility of idea; quality and quantity, detail and pertinence

of literature review.

GRADE

weight 20%DATA COLLECTED/WORK DONE

Includes quality and quantity of data, whether it is primary or secondary, amount of field work done (if required), creativity shown in acquiring, processing and analyzing data, difficulty of

acquisition, precision of use, accuracy of data, rigour and objectivity shown, pertinence to problem statement/research question.

GRADE

weight 30%EXECUTION

Includes flowing the detailed directions provided, thoroughness of work plan, connection to problem statement, goals, objectives, testable expectations, methodology and data collection;

using requested research essay structure; amount, pertinence and understanding of software/statistics used; maintaining focus and answering the question posed; precision in the use of data collected in answering the question, level and sophistication of data analysis, provision of

data summaries and graphics.

GRADE

weight 30%

GRAMMAR/LANGUAGE MECHANICSIncludes English grammar and style skills in using the language; use of good university level

research essay form; clarity of communication; brevity, organization; requested referencing style; grammar: punctuation, spelling, gender neutral, non-racist language; no plagiarism or recycling.

GRADE

weight 15%PRESENTATION

Includes organization of paper, keeping to requested length, provision of clear and properly sized figures, tables and their number, quality, sourcing, pertinence of maps, figures and tables; using specified margins, line spacing, single sided, stapled and page number styles; using conventional

typefaces and paper stock; staples not slip covered; use of the cover template provided with your “official” name and ID #; my name clearly on the cover; title clearly on the cover.

GRADE

weight 5%

Grammar Shorthand Used:INC: Incomplete sentence. RUN: Run-on sentence.GR: grammar sloppy or incorrect. PUN: Punctuation poor.ST: Style awkward, excessive, too “chatty”, personal.SP: Spelling error. NW: no such/wrong/poor use of word/overuse of superlatives.SSP: Single sentence paragraphs – don’t use them.P: Should be new paragraph.UC or ?: Unclear statement of idea, makes no sense, confusing.UO: Unsubstantiated opinion or stating dogma rather than evidence and argument.PLL: Paraphrase of someone else’s idea.REF: Unacceptable form of referencing.WW: wasted words – sentence states the obvious/nothing at all/adds nothing.COL: Don’t use colloquialisms.MS: Margins/spacing unacceptable.TP: Typeface and/or paper stock, font, spacing, margins unconventional and irritating.ITS: its, it’s, its’ problem.#: Don’t start sentences with numbers – write them out.

FINAL GRADE

Out of 100%

Ryerson and Department Course Policies

Electronics in ClassIn consideration for all others in the room, everyone is asked to turn off cell phones and other personal electronic devices during class time. Computer laptops can be used for note-taking only, but these too will be prohibited if their use is disruptive.

Late PolicyThere will be a late penalty of 2% per calendar day for the essay assignment and no late essays will be accepted after the graded papers are returned in class. Late assignments are to be submitted to the assignment drop-box on the 6th floor of Jorgenson Hall to be date stamped. Because of time constraints, requests for deadline extensions will be considered only under exceptional circumstances and students need to inform the instructor by email, and a new due date agreed upon, prior to the due date if at all possible, or as soon as possible after the date. Students seeking an extension based on medical or compassionate grounds should see procedures for missed assignment deadlines below.

Missed Assignment Deadlines, Term Tests and/or Final ExaminationIf a student misses an assignment deadline, a test or an exam, a new assignment due date, a makeup test and/or a makeup exam will be arranged according to Ryerson's Undergraduate Course Management Policy. The requirements for medical documentation/notification for missed work or other issues are set out in the Undergraduate Academic Consideration and Appeals Policy.If an assignment deadline, test or exam is missed for medical reasons, the student must inform the instructor via email in advance when the student will be missing an assignment deadline, test or exam for medical reasons. A Ryerson Medical Certificate and the Academic Consideration Form must be supplied to the student's program office within three (3) working days of missed or affected classes, assignments, tests or examinations to receive consideration.

If an assignment deadline, test or exam is missed for compassionate reasons, the student must contact the instructor via email in advance when the student will be missing an assignment deadline, test or exam. It is advisable that the student provide relevant and appropriate documentation to the student's program office when possible, along with the Academic Consideration Form. For more information, consult the Undergraduate Academic Consideration and Appeals Policy.

Accommodation of Students with DisabilitiesStudents who require academic accommodation services and support should contact the Access Centre and refer to Academic Accommodations of Students with Disabilities Policy. If academic accommodations for tests and exams are required, it is the student's responsibility to book at least 7 business days prior to the date of writing any test or exam. Late test/exam bookings are no longer accepted. For more information, refer to the Access Centre Test/Exam Booking Procedure website.

Accommodation of Student Religious, Aboriginal and Spiritual ObservanceRequests for accommodation of observance can be made formally to the course instructor. The student must submit a clear explanation of the observance and requested accommodation along with a copy of the Accommodation of Student Religious, Aboriginal and Spiritual Observance form. Instructors will confirm accommodations, in writing, within 5 days of receiving the request.Refer to Accommodation of Student Religious, Aboriginal and Spiritual Observance Policy for more information.

Academic IntegrityIt is the student's responsibility to be familiar with the Student Code of Academic Conduct and understand what plagiarism means. According to the University, plagiarism means claiming the words, ideas, artistry, drawings, images or data of another person as if they were your own.

There are many different types of plagiarism, including: Copying and pasting material from a website Making minor changes to an author's words or style and then presenting the material as your own Taking text from published authors, your friend's paper, or work you've already handed in Using a direct quotation but leaving out the quotation marks Paraphrasing too closely to the original Failing to cite sources or citing them incorrectly such that the work cannot be properly found Working with another student on a project but failing to put both names on the final product Having someone else re-write or heavily edit your paper

Just remember, if you are found guilty of academic misconduct in a course: the minimum penalty you will receive is a mark of zero (0) on the test, exam, paper, project or

assignment in question the “Disciplinary Notice (DN)” will be placed on your academic record and official transcript where it will

remain until you graduate. The professor might also decide to fail you in the course. If you already have a DN on your record you will be placed on “Disciplinary Suspension (DS)”. The University also has the right to place you on Disciplinary Withdrawal or to expel you from the

University.

For more information about plagiarism, please refer to the Office of Academic Integrity website.

Plagiarism Detection ServiceThis course may use the electronic plagiarism detection service, Turnitin. (See detailed information from your individual instructor on the section-specific website about the essay component of the course.) If this is required, it should be noted that according to Ryerson's Course Management Policy: "Students who do not want their work submitted to this plagiarism detection service must, by the end of the second week of class, consult with the instructor to make alternate arrangement." (Sect. 4.3.1.1.1).

Student Email PolicyAccording to the Establishment And Use Of Ryerson Student E-Mail Accounts For Official University Communication Policy, students are required to use their Ryerson email address for communication with the instructor. It is the responsibility of students to check their Ryerson email and the course website regularly.

Student Code of Non-Academic ConductIt is students' responsibility to be familiar with the Student Code of Non-Academic Conduct and conduct themselves in a manner consistent with generally accepted standards of behaviour, University regulations and policies.

INTEGRITY?- Accuracy?- Fidelity?- Precision- Availability?- Compatibility?- Reliability?- Source?

DATA REQUIREDWhat type of qualitative and quantitative data,

variables (attributes), and information will you need to analyse the patter outlined in the testable

generalisations? Where will you get it? What level of accuracy, precision, fidelity can you expect?

METHODOLOGYWhat methods will you use to analyse the

relationships outlined in the testable generalisations? You must outline the type of relations/difference you

expect, the method you will use to find it, and the technique you will employ.

GEOGRAPHY 530PROPOSAL EXAMPLE: GLOBALISATION AND INDUSTRIAL CHANGE

This is table is designed to guide you in writing a proposal. The example outlined in the table concerns globalisation processes and the way in which they stimulate industrial change in developed countries. Note that other consequences, etc could also be postulated, thus leading to topics other than industrial change. Likewise, globalisation processes may only lead to changes in industries in developed countries if there is a global dimension to that industry. For example, the Food industry in Canada is, for the most part, one that is NOT affected by globalisation processes since we do not import a significant amount of the food we consume from third world countries. In the table below the symbol means decrease, and the symbol means increase. This table should be used in conjunction with the Research Proposal Framework outlined above.

CONTEXT COMPRISED OF…BACKGROUND (leads to…)

CONSEQUENCES (leads to…)

OUTCOMES (leads to…)

RESEARCH QUESTION (leads to…)

OBJECTIVES (leads to…)

TESTABLE ELEMENTS (needs…)

METHODOLOGY (needs…)

DATA

Globalisation has at least two related processes (see below)

Industrial change…

Models of change…

What model(s) has/have occurred?

1. Shift to offshore production for elements of the product concerned…

Fewer and/or larger plants…

Fewer establishments with more employees each.

Has this happened?And/orWhat has happened?

To look at the # of establishments and their size in terms of employees per plant.

in # of establishments in # of employees per establishment

Choose a timeline and plot graphs of data: # of establishments employees per establishment.

Get data on number of establishments and # of employees from #31-203.

AND/OR (see below)

AND/OR (see below)

2. Increased competition from newly industrializing nations, mainly due to their lower labour costs.

Need for increased production efficiency in industrialized nations, usually through replacing labour with capital….

IRS happens and has specific attributes: employment capital investment productivity product shipped

Has this happened? What has happened?

To look at employment, capital investment and productivity with view to ascertaining whether IRS has taken place.

in employment in productivity in value of product shipped

Choose a timeline, create productivity indices and plot graphs of data: productivity, value of product shipped and # of employees Convert dollar values to constant dollars.

Get data on # of employees, value of product shipped and wages from #31-203.

AND/OR (see below)

AND/OR (see below)

The industry that cannot capitalize, dies…

DIN happens and has certain attributes: employment capital investment productivity product shipped

Has this happened? What has happened?

To look at employment, productivity and capital investment with view to ascertaining whether DIN has taken place.

in employment in productivity in value of product shipped

Choose a timeline, create productivity indices and plot graphs of data: productivity, value of product shipped and # of employees Convert to constant dollars.

Get data on # of employees, value of product shipped and wages from #31-203.