曼昆版__23一国收入的衡量.pptVIP

* This data is slightly different than that shown in Table 1 in this chapter of the textbook. The data on this slide was obtained after the BEA had slightly revised its initial GDP figures. Source for data on GDP components: /national/index.htm Source for population data (used to calculate the per capita figures): /fred2/categories/104, series “POP”, value for July 1, 2007, Source: U.S. Department of Commerce: Census Bureau, Suggestion: Show these questions, and give your students 1-3 minutes to formulate their answers. When you are ready to discuss the answers, go to the next slide…. Suggestion (continued from previous slide): Show part A (but not the answer) and ask for someone to volunteer his or her response. Then show the answer to part A. Repeat for parts B, C, and D. (The answers to parts C and D appear on the following slide.) After showing the answer to part A, ask your students whether the answer would be different if Debbie were a government employee. The correct answer is NO. Government employees engage in consumption, just like everyone else. Regarding part C: Jane’s purchase causes investment (for her own business) to increase by $1200. However, the computer is sold out of inventory, so inventory investment falls by $1200. The two transactions cancel each other, leaving aggregate investment and GDP unchanged. Regarding part D: This problem illustrates why expenditure always equals output, even when firms don’t sell everything they produce due to lackluster demand. The point here is that unsold output is counted in inventory investment, even when that “investment” was unintentional. Suggestion: Show these questions, and give your students 1-3 minutes to formulate their answers. When you are ready to discuss the answers, go to the next slide…. * This example is similar to that in the text, but using different goods and different numerical values. Suggestion: Ask your students to compute nominal GDP in each year befor