生产与增长讲义.ppt

This chapter is neither particularly long nor difficult, so most instructors are able to cover it using about 90 minutes of class time. One of the Active Learning activities requires students to calculate labor force statistics based on recent U.S. data. * Good idea: Tell students to take good notes on this slide and the following one, because in a moment they will have to use these definitions to solve a problem. You can tell them the problem is very similar to what they might see on their next exam—that always gets their attention! * Many of the following slides abbreviate “unemployment rate” as “u-rate” to reduce slide clutter and to reduce the note-taking burden on students. * Within either racial group, males have higher participation rates than females. Blacks have far higher unemployment rates than whites. This is of great concern to many economists and policymakers. Source: Bureau of Labor Statistics, U.S. Department of Labor , look for latest “employment situation” /news.release/empsit.nr0.htm /news.release/empsit.t02.htm * As one would expect, teens have lower participation rates and higher unemployment rates than adults. What is striking, though, are the racial disparities: the proportion of white teens in the labor force, getting skills and experience that will help them later as adult job market participants, is far higher than the black teen participation rate. And the unemployment rate for black teens is far higher than for white teens. Source: Bureau of Labor Statistics, U.S. Department of Labor , look for latest “employment situation” /news.release/empsit.nr0.htm /news.release/empsit.t02.htm * These statistics, not in the textbook, are particularly interesting to college students. It shouldn’t be surprising that educational attainment is positively related to labor force participation: for most people, the prospect of better jobs is a key reason for investing in education. Your students may be especially happy to learn th