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Vyučující
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Ryzhova Natalia, Dr.
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Koreshkova Iuliia
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Šturdík Martin, Mgr. M.A.
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Obsah předmětu
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PART I. GEOGRAPHY AS A STARTING POINT - Week 1. Why Korea? Geography as a controlled experiment - Week 2. Natural conditions, resources, climate: similar endowments, different uses - Week 3. Planned vs market spatial systems PART II. WHY PLAN AND MARKET MATTER FOR SPATIAL DEVELOPMENT - Week 4. Plan and Market as Institutional and SPATIAL Systems - Week 5. Spatial divergence after division: borders, networks, disconnection PART III. Republic of Korea: Institutions of Growth - Week 6. Ports, export corridors, and industrial zones in the ROK - Week 7. Urbanisation and agglomeration: Seoul and industrial concentration - Week 8. Spatial impact of crisis: uneven adjustment and regional shocks - Week 9. Innovation geography: clusters, technoparks, center-periphery PART IV. DPRK: Space of Stagnation - Week 10. Heavy industry, Soviet geography, and spatial rigidity - Week 11. Spatial collapse and bottom-up survival (jangmadang) - Week 12. Survival without Development: Borders, External Anchors and Selective Adaptation - Week 13. Development vs Survival States" - discussion
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Studijní aktivity a metody výuky
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nespecifikováno
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Výstupy z učení
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Focusing on the economic geography of the Republic of Korea (ROK) and the Democratic People's Republic of Korea (DPRK), the course explores how political and economic institutions shape the use of space, infrastructure, and location. Students will analyse natural conditions, agriculture, industrial location, transport networks, ports, cities, borders, and regional inequalities, asking why similar geographic endowments lead to divergent spatial-economic outcomes.
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Předpoklady
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nespecifikováno
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Hodnoticí metody a kritéria
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nespecifikováno
1. Active participation during the course (52%); Attendance alone does not count as active participation. Passive presence without engagement will not be counted toward participation points. 2. Final written examination (48%) Important note This course emphasizes that consistent engagement throughout the semester is as important as performance on the final examination. The grading system is designed to reward ongoing participation, analytical thinking, and the ability to work with ideas discussed in class, rather than memorization of facts or reproduction of lecture material.
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Doporučená literatura
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