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Dr. Kevin Stolarick

Dr. Kevin Stolarick. Nov. 20, 2012. Standard Timing (revised). Time. Activity. Quiz Peer Grading Group Discussion Questions/Answers Announce Selected Question to Class Discuss Questions in Class Break Discuss Questions in Class. 3:10-3:15 3:15-3:20 3:20-3:30 3:30-3:35 3:35-4:00

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Dr. Kevin Stolarick

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  1. Dr. Kevin Stolarick Nov. 20, 2012

  2. Standard Timing (revised) Time Activity Quiz Peer Grading Group Discussion Questions/Answers Announce Selected Question to Class Discuss Questions in Class Break Discuss Questions in Class 3:10-3:15 3:15-3:20 3:20-3:30 3:30-3:35 3:35-4:00 4:00-4:10 4:10-5:00

  3. Quiz Seating 10 9 8 7 5 4 6 1 2 3 Front Table

  4. Quiz Questions • To succeed cities need what kind of climate? • Is the creative class more associated with income or wages? • Hracs and Stolarick frame mobility decisions around an individual’s what?

  5. Grading Process • Switch within group (#) • NOT each other • All pass left or right • “Graded By” • Quiz Answers • 2 points completely correct • 1 point “mostly” correct • 4 points for reasonable exam question • Total Score Upper Left

  6. Quiz Answers • To succeed cities need what kind of climate? • people • Is the creative class more associated with income or wages? • wages (so what does that mean?) • Hracs and Stolarick frame mobility decisions around an individual’s what? • expectations

  7. Pick Your Favourite Question • Within your group • Discuss each question • Pick group’s favourite • Your selection makes it eligible for use • Mark with a big star • Person never announced before • Announce selected question • Turn in all cards before break

  8. Break 10 Minutes

  9. Selected Questions And Answers

  10. Selected Questions • Using the 3T model, explain how universities can become an effective contributor to regional growth? • Explain the role of universities in the creative economy. • What demographic now plays the most influential role in the creative economy and city building? • How can a city establish a successful ‘people climate’?

  11. Selected Questions • Are service and working class individuals generally better off in cities with high concentrations of creative class members? Why? • Why is it that greater class inequality is associated with metros with a high concentration of the creative class but the other classes are still better off? • What is the main factor for the success of creative suburbs and rural areas? Explain why. • What factors led to people fleeing the suburbs and what factors have led to the reverse of this trend?

  12. Selected Questions • What are Peter Gordon and Sanford Ikeda’s two types of density? • What are the two types of density and what are the differences between them?

  13. Selected Questions Previous Year

  14. Selected Questions • What has Solow noted on the effect of technology on economic growth? • Outline the nature of the conflict between the creative class traditional urban dwellers. Provide examples. • How does having a major research university help drive the creative economy of a region? • How do universities help attract the creative class?

  15. Selected Questions • What are the forces that have brought people and economic activities back to the city? • How does the university reflect the 3Ts of creative place and how it that an effective contributor to regional growth? • What are the 3 fundamental issues the creative class should address?

  16. Selected Questions • What does creating a “people climate” mean to Florida and how does this compare to a “business climate”? • What are the six factors that Florida argues are responsible for the resurgence of cities as desirable places to live and centers of economic activity? • What is the difference between wage and income? What do they measure? Why is this difference significant to understanding the contribution of the creative class to regional economics?

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