- 1、本文档共48页,可阅读全部内容。
- 2、原创力文档(book118)网站文档一经付费(服务费),不意味着购买了该文档的版权,仅供个人/单位学习、研究之用,不得用于商业用途,未经授权,严禁复制、发行、汇编、翻译或者网络传播等,侵权必究。
- 3、本站所有内容均由合作方或网友上传,本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺!文档内容仅供研究参考,付费前请自行鉴别。如您付费,意味着您自己接受本站规则且自行承担风险,本站不退款、不进行额外附加服务;查看《如何避免下载的几个坑》。如果您已付费下载过本站文档,您可以点击 这里二次下载。
- 4、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等,请点击“版权申诉”(推荐),也可以打举报电话:400-050-0827(电话支持时间:9:00-18:30)。
查看更多
* “Rich countries” refers to countries like the U.S., Japan, and Germany. “Poor countries” refers to countries like India, Indonesia, and Nigeria. * While the long-run effect of increasing the quantity of money is inflation, the short-run effects are more complicated - and controversial. However, most mainstream economists believe the following: An increase in the quantity of money causes spending to rise, which causes prices to rise, which induces firms to produce more goods and services, which requires that they hire more workers. Hence, in the short-run, increasing the quantity of money causes inflation to rise, but unemployment to fall. Of course, REDUCING the quantity of money would have the opposite effects (inflation would fall, while unemployment would rise) in the short run. Keep in mind, though, the lesson from Principle #9: In the long run, changing the quantity of money only affects inflation. We will learn in a later chapter what determines the rate of unemployment in the long run, and we will see that it has nothing to do with the quantity of money. The second bullet addresses the following point: In some decades, due to factors outside of the control of policymakers, inflation and unemployment are both high (e.g. 1970s) – or low (e.g. 1990s). Yet, given these other factors, policymakers can always reduce unemployment temporarily by creating more inflation, or vice versa. * Most new college students have not been taught good study skills, yet we professors often assume they have such skills. This is the first of four slides that summarize an FYI box which describes proven strategies for learning and retention. If you’re pressed for time, you can of course skip these slides, but please urge your students to read this FYI box. But if you can spare 30 minutes of class time, there’s a very effective activity you can do in class which lets students see for themselves the power of active reading and teaching a partner. I describe t
您可能关注的文档
- 1吨生活污水方案答案.doc
- 那些年,游戏告诉我们的道理试题.ppt
- 1二年级语文下册《问银河》之五(苏教版)答案.ppt
- 【师说雄关漫道】2015高考历史二轮专题复习3.13二战后世界政治格局的多极化和经济全球化的趋势答案.ppt
- 【实例】东风汽车公司刃量具厂-工资和评价制度-52页答案.ppt
- 【世纪金榜】2016届高考地理一轮专题复习:单元评估检测(一)答案.doc
- 【世纪金榜】2017版高考生物一轮复习第2章第2-3节通过激素的调节、神经调节与体液调节的关系答案.ppt
- 1法国文化和法国概况答案.ppt
- 【世纪金榜】2017版高考生物一轮复习第3章植物的激素调节新人教版必修3答案.ppt
- 空芯光子带隙光纤传感器_靳伟试题.ppt
文档评论(0)