part1-导言 ch03-相互依存性与贸易的好处.pptVIP

* Horizontal intercept: (30,000 labor-hours)/(125 hours per computer) = 240 computers. Vertical intercept: (30,000 labor-hours)/(25 hours per ton of wheat) = 1200 tons of wheat. Give your students a few minutes to solve these problems before showing the answers on the next slides. This will break up the lecture, get the students involved, and give them practice with “word problems.” It is not necessary that all students finish both problems before moving on. It’s fine if most finish the first, and a few finish the second. However, the second problem is easy for most students. Note that most students will need a calculator to solve the first problem. * Point out to students that the red dot represents the combination (160 computers, 3400 tons of wheat). We will assume that this is the combination the U.S. produces in the scenario in which the U.S. trades. * The red dot represents the combination (240 computers, 0 tons wheat). We will assume this is the combination that Japan produces. Point out that, just because Japan is not producing any wheat does not mean that Japan’s consumers must all go on the Atkins diet (which shuns bread and other foods made from wheat). When trade is allowed, Japan can trade some of its computers for wheat produced in another country. * These terms are so basic that many instructors skip this slide. There’s a subtle point that you might want to mention (if you’re anal like me), or that your students might ask about (especially if tourism is an important part of your local economy). Someone from Germany or South Korea visits Las Vegas and spends $200 on a pair of tickets to a show. How should we classify this and other expenditures by foreign tourists on lodging and entertainment while they are vacationing here? Answer: we count it in U.S. exports. It doesn’t matter that the service was consumed here. What matters is that it was produced here but sold to a foreign buyer. Hence, a more precise definition