宏观经济学教辅资料 (1)

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“宏观经济学”课程学习参考书目

“宏观经济学”课程学习参考书目

“宏观经济学”课程学习参考书目1.埃克纳编.为什么经济学还不是科学.夏普公司,19832.斯威齐.资本主义发展论.牛津大学出版社.19463.休曼与埃文斯.宏观经济学——凯恩斯、货币主义和马克思主义者的观点,哈珀与罗公司,纽约.19844.多恩布什、费希尔、斯塔兹.宏观经济学(第七版).119~120页.北京:中国人民大学出版社,20005.弗里德曼.货币数量理论的重新表述.载弗里德曼文萃.北京:北京经济学院出版社,19916.[英]凯恩斯.就业、利息和货币通论(重译本).北京:商务印书馆,19997.曼昆.宏观经济学(第四版).北京:中国人民大学出版社,20008.琼斯.经济增长导论.北京:北京大学出版社,20029.[英]罗宾逊.马克思、马歇尔和凯恩斯.北京:商务印书馆,196310.萨缪尔森、诺德豪斯.经济学(第十七版).北京:人民邮电出版社,200411.斯蒂格利茨.经济学.北京:中国人民大学出版社,199712.[美]斯蒂芬•D•威廉森.宏观经济学(第2版)(双语教学用书)北京:中国人民大学出版社,200913.伯纳德•鲍莫尔.经济指标解读(第2版).北京:中国人民大学出版社,200914.[美]N•格里高利•曼昆.宏观经济学(第六版).北京:中国人民大学出版社,2009.515.[美]罗伯特•E•霍尔等.宏观经济学——经济增长、波动和政策(第六版).北京:中国人民大学出版社,200816.[美]戴维•N•韦尔.经济增长.北京:中国人民大学出版社,200717.[美]斯蒂芬•D•威廉森.宏观经济学(第二版).北京:中国人民大学出版社,200718.[美]劳伦斯•W•马丁.经济学(第三版)学习指导.北京:中国人民大学出版社,200519.[美]大卫•吉列特.经济学(第三版)习题集.北京:中国人民大学出版社,200520.[美]斯蒂格利茨.经济学小品和案例.北京:中国人民大学出版社,199821.[美]高山晟.经济学中的分析方法.北京:中国人民大学出版社,200122.[英]马克•布劳格.经济理论的回顾(第五版).北京:中国人民大学出版社,200923.[美]萨缪•鲍尔斯.微观经济学:行为、制度和演化.北京:中国人民大学出版社,200624.[美]G.M.格罗斯曼等.全球经济中的创新与增长.北京:中国人民大学出版社,200925.罗伯特•M•索洛等.通货膨胀、失业与货币政策.北京:中国人民大学出版社,200926.[美]托马斯•C•谢林.微观动机与宏观行为.北京:中国人民大学出版社,200527.[美]G.M.格罗斯曼.全球经济中的创新与增长.北京:中国人民大学出版社,200328.[法]弗朗索瓦•布吉尼翁.经济政策对贫困和收入分配的影响:评估技术和方法.北京:中国人民大学出版社,200729.小罗伯特.B.埃克伦德.经济理论和方法史(第四版).北京:中国人民大学出版社,200130.阿克利.宏观经济理论.上海:上海译文出版社.198231.巴兰和斯威齐.垄断资本.北京:商务印书馆.197732.弗里德曼.资本主义与自由.北京:商务印书馆.198033.哈罗德.动态经济学.北京:商务印书馆.198134.希克斯.价值与资本.北京:商务印书馆.197935.霍尔和泰勒.宏观经济学.北京:中国经济出版社.198836.惠特克.经济思想流派.上海:上海人民出版社.197437.克莱因.凯恩斯革命.北京:商务印书馆.198038.罗宾逊.马克思、马歇尔和凯恩斯.北京:商务印书馆.196339.罗宾逊和伊特韦尔.现代经济学导论.北京:商务印书馆.198240.雷诺兹.宏观经济学.北京:商务印书馆.198641.琼斯.现代经济增长理论导引.北京:商务印书馆,199442.罗尔.经济思想史.北京:商务印书馆.198143.A chibald and Lipsey.Mathmatic Economics.New York:Harper RowPublishers.(阿契鲍尔德、李普赛.数理经济学引论.纽约:哈珀与罗公司,1976)44.A kerlof.The market for lemons:Quality Uncertainty and marketmechanism.Quarterly Journal of Economics 89(阿克洛夫.“柠檬”市场:质量的不确定和市场机制.载经济学季刊.第89卷)45.B oskin.Economics and Human Welfare.New York:Academic Press,1979(鲍斯金编.经济学与人类福利.纽约:学术出版社,1979)46.B ell and Kristal.The Crisis in Economic Theory.New York:Basicbooks publishers,1981(拜尔,克里斯多尔.经济理论的危机.纽约:基本书籍出版社,1981)47.B lanchard.Macroeconomics.London:Prentice Hall Inc.2000(布兰查德.宏观经济学.第二版.伦敦:普伦蒂斯—霍尔公司,2000)48.B latt.How Economists Misuse Mathmatics.Eichner.Why economicsIs Not Yet a Science.N Y.,Sharpe Inc.,1983(布赖特.经济学者如何误用数学.载埃克纳编.为什么经济学还不是科学.纽约:夏普公司,1983)49.B laug.The Methodology of Economics.London:Cambridge Press,1983(布劳.经济学的方法论.伦敦:剑桥大学出版社,1983)50.C hamberlin.The Theory of Monopolistic Competition.lst Ed.,6thEd.,Harvard University Press,1948(张伯伦.垄断竞争理论.1版.6版.波士顿:哈佛大学出版社,1948)51.C oase.The Problem of Social Cost.in Journal of Law andEconomics.October,1960(科斯.社会成本问题.载法学和经济学杂志.1960(10))52.D illard.Economics of John Maynard Keynes.New York:Prentice-HallInc.,1949(狄拉德.约翰•梅纳德•凯恩斯的经济学.纽约:普伦蒂斯—霍尔,1949)53.D omar.Essays in the Theory of Economic Growth.Oxford,OxfordUniversity Press,1957(多马.经济增长论文集.牛津:牛津大学出版社,1957)54.•Eichner.Why Economics Is Not Yet a Science.Sharpe Inc.,1983(埃克纳编.为什么经济学还不是科学.夏普公司,1983)55.G reenward,Bruce and Joseph Stiglitz.“New and old Keynesians”,Journal of Economic Perspectives,vol 7,Numberl-Winter 1,1993,pp 23~24(格林沃尔德、布鲁斯和斯蒂格利茨.新旧凯恩斯主义.载经济展望杂志.第7卷,1993年冬季1—第1期,23~44页)56.H ardin.The Tragedy of the Commons,Science,vol 162,1968(哈丁.公地的悲剧.载科学.第162卷,1968)57.吴汉洪.西方寡头市场理论与中国市场竞争立法.北京:经济科学出版社,199858.钟伟.经济学210个关键词.北京:中国物价出版社,200559.杨荣基等.动态合作:尖端博弈论.北京:中国市场出版社,200760.董保民等.合作博弈论.北京:中国市场出版社,200861.刘明远.马克思主义经济危机和周期理论的结构与变迁.北京:中国人民大学出版社,200962.韩毅.西方制度经济史学研究——理论、方法与问题.北京:中国人民大学出版社,200763.易纲张帆.宏观经济学.北京:中国人民大学出版社,200864.王亚南主编.资产阶级古典政治经济学选辑.商务印书馆.197965.季陶达主编.资产阶级庸俗政治经济学选辑.北京:商务印书馆.196366.谭崇台主编.西方经济发展思想史.武汉:武汉大学出版社.199367.张培刚、厉以宁.微观宏观经济学的产生和发展.长沙:湖南人民出版社.198668.朱彤书主编.近代西方经济理论发展史.上海:华东师范大学出版社.1989。

宏观经济学(辅修专业用)第一讲 绪论

宏观经济学(辅修专业用)第一讲 绪论


㈣利率与现值---跨期选择
PV A3 An A1 A2 (1 i) (1 i) 2 (1 i)3 (1 i) n

PV :为现值;i为利率;A1,A2.A3未来每年的收入; 当未来每年收入相等时,公式可改写为:
1 1 1 1 PV A 2 (1 i)3 (1 i)n (1 i) (1 i)
Ye1 aY (1 a)Y e

⒊理性预期:人们参照过去历史提供的所有知识,对这种 知识加以最有效的利用,并经过周密的思考之后,才做出 的一种预测。


三、宏观经济学的发展历程
㈠ 宏观经济学的萌芽阶段
17世纪中叶到1936年凯恩斯《就业、利息和货币通论》正式发
表。



㈡形成与发展阶段
第一讲 绪论 第二讲 国民收入核算体系 第三讲 简单国民收入决定理论 第四讲 产品市场和货币市场的一般均衡 第五讲 宏观经济政策分析 第六讲 宏观经济政策实践 第七讲 AD—AS模型 第八讲 失业与通货膨胀 第九讲 经济增长与经济周期

第一讲 绪论
一、宏观经济学的研究对象和方法 二、宏观经济学的基本概念 三、宏观经济学的发展历程 四、宏观经济学与微观经济学的区别和联 系
四、宏观经济学与微观经济学的区别和联系 ㈠ 经济学的基本理论框架
均衡价格理论(供求理论)
需求理论
生产供给理论
需求方面
消费理论
供给方面
成败受益理论
厂商理论 (产品市场理论)
完全竞争 市场
垄断竞争
寡头垄断
完全垄断
福 利 经 济 学
微 观 经 济 政 策

001宏观经济学(完)

001宏观经济学(完)
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(C) 物价水平
例: (1)政府赤字与通货膨胀之间的关系 (2)通货膨胀的成本
(D)国际收支与汇率
国际收支和汇率的变化怎样影响一国总产出水平、就业 水平和价格水平
9
宏观经济学研究的主要问题
•判断宏观经济运行状态的主要依据
[资料]:
2002年拉美经济乌云密布
据联合国拉美经济委员会最近公布的一份报告,拉美经济今年
定义
假设
假说 检验
修正
解释
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四、凯恩斯将古典理论视作自己 理论的一个特例
凯恩斯他认为古典理论只是在特定的条件下方能 成立。其条件为: 1.价格和工资完全可以自由变动,特别是下降 方向可自由变动; 2.在不甚严重的经济活动下降时,如不产生大 规模地削减工资时,才有可能使之调整到充分就 业水平; 3.存在着一些制度,使得投资和储蓄对利率的 变化比较灵敏。
存量是在一定时点上度量的经济总量;流量是按每单位时间的比率来度量的经 济总量,如每月的钢产量、每季度GDP等、每个季度的财政赤字等。
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一、实证分析的逻辑结构:
1、定义行为变量
提出新的理论
2、列出假说 3、推导出假说
没有通过检验:拒绝
4、做出预测 5、检验预测
通过检验:接受
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二、宏观经济总量模型的建立:
7
•四大宏观问题:
(A)总产出(GDP) =>长期经济增长问题: 例:(1)经济增长的源泉 (2)宏观经济政策与增长之间的关系
=>商业周期,即经济短期波动问题 例 :(1)商业周期的形成原因 (2)短期生产暂时下降的原因 ( 3 )政府政策与经济波动之间的关系 ( 4 )短期总产量水平的决定
(B)失业 例: (1)失业水平的决定有素 (2)总产出与失业率之间的关系 (3)通货膨胀与失业率之间关系

(完整版)宏观经济学教案:完整版

(完整版)宏观经济学教案:完整版

《宏观经济学》教案课程名称:宏观经济学适用专业:经济与管理类规定学时:54学时3学分开课学期:二年级上学期任课教师:***湖南农业大学经济学院宏观经济学教案一、课程说明宏观经济学是从总体、总量出发,以整个国民经济作为考察对象,研究社会总体的经济行为及其后果,以及相应的经济变量如何决定。

宏观经济学主要内容包括:国民收入核算理论、国民收入决定理论(支出-收入模型、IS-LM模型、AD-AS模型)、失业与通货膨胀理论、经济增长与经济周期理论、以及宏观经济政策与实践等。

该课程主要介绍西方的基本经济理论,由于我们现在在经济领域中更多的是运用西方的理论,因而该课程是其他专业课的基础。

但是宏观经济理论以一些假设为前提,与实际差距较大,比较抽象,有时要运用数学进行推导,因此为了更好地学习这门课程,首先挑选了难度适宜的教材,并主要按教材内容来讲授,适当补充一些内容。

其次,还需要用一些难度适宜的习题,来使学生更好地掌握理论,提高分析能力。

另外,由于经济理论比较抽象和枯燥,在课堂上可以举一些实例帮助学生理解,也可以培养学生用经济理论分析和解决实际问题的能力。

二、教学内容宏观经济学是西方经济学的重要组成部分,主要介绍宏观经济学的基本知识、基本理论和基本政策。

课程主要讲授国民收入核算理论、简单国民收入决定理论、产品市场和货币市场的一般均衡、宏观经济政策与实践、总需求-总供给模型、失业与通货膨胀理论、经济增长和经济周期理论、宏观经济学在目前的争论等内容。

三、本课程的教案主要包括下列教学活动形式1、本章的教学目标及基本要求2、本章各节教学内容及学时分配3、教学重点与难点4、本章教学内容的深化和拓宽5、本章教学方式(手段)及教学过程中应注意的问题6、本章的主要参考书目7、本章的思考题和习题8、教学进程四、课程教学的基本要求本课程的教学环节包括:课堂讲授、习题课、课外作业。

通过本课程各个教学环节的教学,重点培养学生的学习能力、分析问题解决问题的能力。

多恩布什《宏观经济学》(第12版)全套资料【教材+笔记+题库+】

多恩布什《宏观经济学》(第12版)全套资料【教材+笔记+题库+】

多恩布什《宏观经济学》(第12版)全套资料【教材+笔记+内容简介本章为导论性章节,简单介绍了三个相互联系的描述宏观经济的模型——特长期、长期和短期,将宏观经济学理论概括为三类模型予以介绍。

对于本章内容,学员作简单了解即可,历年研究生入学考试未在本章出过相关考题。

第2章国民收入核算一、名词解释1GDP和GNP[中山大学1999研;北京大学2011研]答:(1)GDP(国内生产总值)是既定时期中,一国所生产的全部最终产品和服务的价值。

它包括生产的商品和服务的价值等。

其中每种产出都以其市场价格计价,这些商品和服务的价值加在一起就得出GDP。

GNP (国民生产总值)是指一国或地区的国民所拥有的全部生产要素在一定时期内所生产的全部最终产品(物品和劳务)的市场价值。

GNP等于GDP加上从国外获得的作为本国生产要素的净报酬。

(2)GDP与GNP这两个统计指标在统计思想上反映了是按国土原则还是国民原则进行统计的区分。

GDP 按国土原则进行统计,凡是在本国领土上创造的收入,不管是否由本国国民所创造,都被计入国内生产总值。

GNP按国民原则进行统计,凡是本国国民收入,不管生产要素是否在国内,都被计入国民生产总值。

(3)国外要素支付净额(NFP)是指本国生产要素在世界其他国家获得的收入减去本国付给外国生产要素在本国获得的收入。

因此,国内生产总值就可以通过国民生产总值减去国外要素支付净额获得:GDP=GNP-NFP。

2名义GDP[中山大学2002研]答:名义GDP指在既定时期中,以该时期的价格计价的,或者有时表示为以现值美元计价的最终产品的价值,即用生产物品和劳务的当年价格计算的全部最终产品的市场价值,它没有考虑通货膨胀因素。

由于通货膨胀等原因,价格可能会发生强烈变化,故为方便比较而引入实际GDP的概念。

实际GDP是指用从前某一年的价格作为基期价格计算出来的当年全部最终产品的市场价值。

二者之间的关系式为:实际GDP=名义GDP÷GDP平减指数。

宏观经济学参考书目

宏观经济学参考书目

宏观经济学参考书目(一)参考教材1、[美]保罗〃克鲁格曼、罗宾〃韦尔斯:《宏观经济学》,赵英军等译,北京:中国人民大学出版社,2009年。

2、[美]保罗•A•萨缪尔森、威廉•D•诺德豪斯:《经济学》(第16版),北京:机械工业出版社,2002年版。

3、[美]戴维〃罗默:《高级宏观经济学》,苏建等译,商务印书馆,2001年版。

4、[美]戴维〃柯兰德:《宏观经济学》(第6版),胡修浩译,上海:上海人民出版社,2008年。

5、[美]多恩布什、费希尔:《宏观经济学》(第6版),冯晴等译,北京:中国人民大学出版社,1998年版。

6、[美]杰弗里〃萨克斯:《全球视角的宏观经济学》,费方域译,上海:上海三联书店,2003年版。

7、[美]罗伯特〃J〃巴罗:《宏观经济学:现代观点》,沈志彦等译,上海:上海人民出版社,2008年。

8、[美]罗伯特〃霍尔、约翰〃泰勒:《宏观经济学》(第5版),张帆译,北京:中国人民大学出版社,2000年版。

9.(美)斯蒂格利茨:《经济学》(下册),中国人民大学出版社,1998年中文版。

10.(美)曼昆:《经济学原理》(下册),生活、读书、新知三联书店、北京大学出版社,1998年中文版。

11.高鸿业主编:《宏观经济学》,中国人民大学出版社,2000年版。

12.黎诣远主编《西方经济学(下册)宏观经济分析》,清华大学出版社,2000年版。

13.宋承先:《现代西方经济学》(宏观经济学),复旦大学出版社,1994年版。

14.魏埙、蔡继明等者《现代西方经济学教程》,南开大学出版社,1992年版。

15.厉以宁主编:《西方经济学》,高等教育出版社,2000年8月。

(二)参考文献1.约翰.梅纳德.凯恩斯,《就业、利息和货币通论》(中译本), 北京: 商务印书馆,1999年。

2.道格拉斯.诺思:《经济史上的结构与变迁》,中译本,上海三联书店,1991年版。

3.道格拉斯.诺思和罗伯特.托马斯:《西方世界的兴起》,中译本,华夏出版社,1989年版。

宏观经济学原理教辅 (1)

宏观经济学原理教辅 (1)

1The Scope andMethodof EconomicsOUTLINE OF TEXT MATERIALI. IntroductionHere the authors try to make students aware of how economics relates to their everyday lives. They discuss the interactions between the United States and other countries and compare the United States to other countries. The section concludes with a definition of economics that emphasizes the two fundamental economic problems: scarcity and choice.TEACHING TIP: The opening example is a good spot to introduce the subject of globalization. Ask your students what “Made in the U.S.” means. Many will respond that the good has to bemanufactured in the United States. Raise the issue of where the parts were made. Quite a fewgoods that carry the “Made in the U.S.” label are actually assembled in the United States withthe components manufactured in other countries. Then move on to a discussion of what it wouldmean for the United States or any developed economy to consume only what we make. Thegeneral answer is higher prices and fewer choices for consumers, but try to get the students tofocus on specific goods (bananas and BMWs are two that are easy to understand).TEACHING TIP: To help break first-day tensions, try getting your students involved from the start.Ask them to volunteer why they are taking the course. You will get a variety of answers, fromthe serious (“To understand the world,” “To help me get a good job when I graduate,” “I’mthinking about becoming an economics major”) to the humorous (“My father made me,” “IntroPolitics was full”). Some of these answers can prompt fu rther questions: Why might learningeconomics help you get a job? Why do you think your father wanted you to take this course? Theanswers can help acquaint the rest of the class with the breadth and practicality of economics.TEACHING TIP: Try to get the class thinking in terms of substitutes. Ask them to think about substitutes for water. Most will say there are no substitutes for water. (A few will say beer orwine, but point out that these start as water so they don’t count.) Things that can be used inplace of water include plastic bottles of water placed in a toilet tank (reduces volume per flush);shorter showers; and brown lawns. Then point out that if there are substitutes for something asbasic as water there almost certainly are substitutes for just about every other economic good.(Wants exceed quantity available for any economic good.)12 Principles of MacroeconomicsII. Why Study Economics?There are four main reasons to study economics:A. To Learn a Way of ThinkingTEACHING TIP: Point out to students that economists use common everyday words to mean very specific concepts. The word cost is one example. How is the word used in everyday language?Economists use the word to mean opportunity cost, the cost of choosing one alternative overanother. Another example is efficiency. People generally use efficiency to describe any processthat’s accomplished with skill and dexterity. Economists mean producing the most outputpossible from given quantities of resources.Also described as a way to make decisions, this way of thinking can be describedby three fundamental concepts:1. Opportunity Cost: Every decision means giving up something.Economists are fond of trade-offs as a way of thinking about decisionmaking. Taking one action usually means giving up something else. As thetext states, “The full cost of making a specific choice includes [the value of]what we give up by not making the alternative choice.” Opportunity costis the value of the best alternative we forgo when we make a choice.Opportunity costs arise because resources are scarce. Resources arescarce because human wants exceed what we can produce from ourcurrent resources.TEACHING TIP: Use the following exercise to quickly get across several points concerning opportunity costs. Ask students to think about what they would be doing if they were not in class.(Don’t let them think about this too long or you may find yourself facing an empty classroom!)Make a list of the many suggestions you will receive. (Go back to sleep, sunbathe, read a book.)Answers will vary because tastes vary. Then ask each student to think about the value of thatalternative. That value is the opportunity cost of attending class. (Clearly the benefits ofattending your class always outweigh the cost!) Point out that measuring opportunity cost issubjective and depends on the perspective of the person making the choice. Conclude by notingthat each student cannot have the whole list. Opportunity cost is not the value of all thealternatives forgone. It is the value of the lone second best alternative.TEACHING TIP: One example in the text lends itself to further discussion. A firm purchases a piece of equipment for $3,000. Is the opportunity cost of this decision really the interest thatcould have been earned in a savings account? Get the class to discuss the alternatives availableto the firm. Use a computer as a specific example. There might be many alternatives includingupgrading the existing computers. The opportunity cost of buying a new computer is the value ofwhatever alternative is viewed as second-best.TOPIC FOR CLASS DISCUSSION:Have students discuss the costs of attending college. Most will usually name the explicit costs oftuition, books, etc. Some may note the implicit cost of not working full time. Explore the ideathat cost is not always an explicit payment but also a loss. Have students consider what full-timejobs they might have if they were not in college. Make sure the students understand thatopportunity costs are real costs. If they had not chosen to attend college, the opportunity costwould have been their net economic gain or loss.2. Marginalism and Sunk Costs: “Marginal” means a small change. The textuses marginal cost, the cost of increasing production by one unit. Thiscan be illustrated by putting added miles on a car; the change in theodometer reading is the marginal mileage. Sunk costs are costs thatcannot be avoided because they have already been incurred.Chapter 1: The Scope and Method of Economics 3 TEACHING TIP: To drive home the importance of marginal analysis, one example can come from the testing requirements you’ve outlined on your syllabus. Ask students to look i nto the future and imagine they’ve taken three exams and their average is a 78, say two points from a B. Given that their goal is to earn a B, the relevant grade is their grade on the final (fourth) exam; that is, the relevant grade is the marginal grade. At the end of semester, they have no control over what they earned on the first three exams (a sunk cost at this juncture), but they do have some control over their final exam grade.TOPIC FOR CLASS DISCUSSION:Have students investigate the cost of having resumes printed. They will discover that the price does not double when the quantity does. Why not? Have them relate this to making up flyers to advertise a club or team event. What is the difference between printing 100 or 200? Many will understand that much of the cost is in the initial design, etc. Use this to illustrate sunk costs, costs that have already been incurred, as opposed to marginal costs.TOPIC FOR CLASS DISCUSSION:The text uses the example of an airline with empty seats. Another example that works well is a hotel with vacant rooms. If someone arrives at 10 p.m. and wants a room, what should they be charged? Students will often refer to the “rack rate.” Point out that a hotel room is very perishable. A room that is empty one night can’t be rented twice the following night. Therefore, the hotel manager should accept any offer that exceeds marginal cost. Marginal costs include cleaning, laundry, and a little bit of power to run the television.3. Efficient Markets—No Free Lunch: Efficient Markets are markets inwhich profit opportunities are eliminated rapidly by the actions of thoseseeking the profits. Use the text’s example of checkout lines at a grocerystore to make the point that it is the people seeking the shortest line(express lines not included!) whose actions result in all the lines being ofabout the same length.TEACHING TIP: This is a good point to introduce the economics of information. One of the main factors that causes profit opportunities to persist is slow dissemination of information. Use the example from the text to illustrate the other extreme. If a stockbroker calls with a hot tip, what should you do? The answer in the text—nothing—is correct. Expand on this answer to point out that a phone call is way, way too late. By the time you get the phone call the information has already been disseminated via the Internet and other electronic trading networks. The current price of the stock will already reflect the information, eliminating any chance you might have to earn a profit.B.To Understand Society: Economic decisions shape the physical environment andinfluence the character of society. The text cites the examples of the Industrial Revolution and the e-revolution.TOPIC FOR CLASS DISCUSSION:Near the top of the “dot-com” stock market bubble Milton Friedman said he was absolutely sure some dot-com companies would be successful and worth their current valuations, but he was also quite certain he didn’t know which. Ask the class to discuss the impact of the stock market bubble on consumer spending and consumer behavior generally. This is a good time to introduce the differences between income and wealth. You might also point out that the fraction of income spent on consumption is much, much larger than the fraction of wealth that is spent.TEACHING TIP: Demonstrate to students that economics is relevant. Bring in the front page from that morning’s newspaper (not the business page), and hold it up to the class. Briefly state how economics can shed light on each of the six or so stories on the front page.This will be easy to do for stories about national health policy, budget deficits, and inflation. But with a little imagination (and good class participation!), you can show how economics relates to virtually any news story. (A cocaine bust? Economics explains why cocaine costs so much and why4 Principles of Macroeconomicsselling it can be such a lucrative activity for lawbreakers. A war in a faraway region of the world?Economics can help us understand the origins of the conflict, as well as the true cost—theopportunity cost—of a possible U.S. military intervention.)C. To Understand Global Affairs: No one can understand how countries interactwithout knowing something about economics. Differences in the levels ofmaterial well-being between countries are also better understood using the toolsof economics.TEACHING TIP: Again, using a newspaper (even a local paper!), demonstrate to students that economics helps in understanding international issues. Can students discern the local impacts ofinternational issues?TOPIC FOR CLASS DISCUSSION:The countries that are members of the European Economic Union (EU) are not identical to thecountries that are members of the European Currency Union (ECU). Ask students why a country(e.g., the United Kingdom) might belong to the EU while rejecting membership in the ECU.D. To Be an Informed Voter: Many political issues put before citizens for a voteembody economic issues.TEACHING TIP: Using the newspaper again, point out that the future of society depends on informed voters. The newspaper merely reports what has happened. An understanding ofeconomics is vital for understanding why things happen and can enable us to make betterdecisions in solving important social problems. List some of those problems and indicate wherethey may be covered in more detail later in your course (or other courses).TOPIC FOR CLASS DISCUSSION:From 1998 to 2001 the U.S. government ran a budget surplus. Since then the government has runa budget deficit. Republicans blame the state of the economy and spending increases (e.g., thewar on terrorism) while Democrats blame tax cuts. Who is correct? This is a good place tointroduce the idea that the size of the deficit depends on the state of the economy. This is also agood spot to mention the difference between the surplus or deficit and the debt.III. The Scope of EconomicsA. Microeconomics And Macroeconomics: There is both breadth and depth to thefield of economics. Students can begin to get a sense of that by considering thetwo major divisions of economics. However, mention that many economists feelthat a good understanding of microeconomics is essential to really learningmacroeconomics. Microeconomics studies how individuals and firms makedecisions. Macroeconomics studies the behavior of an entire economy.B. The Diverse Fields of Economics: The text lists some fields of specialty ineconomics (analogous to specialties in medicine).TEACHING TIP: Students often think of economics as a rather narrow field. Stress its applicability to the analysis of a wide range of interests and its usefulness in preparing for a variety ofgraduate degrees. Try discussing the “economic approach” to the pollution problem. Manystudents and scientists believe pollution control is strictly an issue of regulation and have neverthought of the economics that cause pollution in the first place. Drawing on the analogy tomedicine, explain why in the current context of managed health care even a premed studentwould find an economics course helpful!Students who still find the list of topics in the text uninteresting may be intrigued by sportseconomics (refer them to the Journal of Sports Economics) and studies of the wine industry.Chapter 1: The Scope and Method of Economics 5 IV. The Method of EconomicsA. Positive Versus Normative Economics: Positive economics studies the way theeconomic world works. Normative economics uses the results of those studies tomake statements about the way the world should work. When economistsdisagree, the points they argue about are often normative points (differences ofopinion and values).TEACHING TIP: One of the main contributions of economics to public debate is a clear distinction between positive and normative differences. This separation is often obscured in the media andsome other social sciences.Using the morning newspaper, find an economic issue on which government leaders disagree(e.g., the cause of the government budget deficit). Ask students: What sort of positivedisagreement might be responsible for the dispute? (There is disagreement over the appropriatesize of the budget and the related size of government. This is a good chance to explore theconcept of forecasts and the role of assumptions in making them.) Next, make an arbitrarypositive assumption (say, about the future course of the economy). Could a normative differencestill explain the policy dispute? (One side believes that government is needed to provide moreservices, the other believes that people should spend their own money not have it spent forthem by the government.)B. Descriptive Economics and Economic Theory: Descriptive economics compilesdata and examines it. Economic theory tries to interpret the data to find causeand effect relationships.C. Theories and Models:1. A model is a formal statement of a theory.a. Variable: A measure that can change from time to time orobservation to observation.b. Ockham’s Razor: Irrelevant detail should be cut away (but be sureit’s irrelevant!). Formally, Ockham’s Razor says that when thereare two equally good explanations of a phenomenon, the simplerof the two should be used.2. Ceteris Paribus: Holding everything else constant. Cet. par. is used toisolate the impact of just one factor.TEACHING TIP: This is a good point to introduce the scientific method as used in economics. A researcher develops a model and uses it to produce a series of hypotheses. These hypotheses arethen tested statistically using real-world data. A hypothesis that has passed a number of theseempirical tests becomes accepted and is called a theory.TEACHING TIP: Here’s an interesting exercise to try. Announce a new soft drink, Mocha-Cola, that you intend to market. Which variables do students think will be important in determining theamount of Mocha-Cola that people will want to buy? You will quickly compile a long, but notexhaustive, list. This gives you an excellent excuse to introduce abbreviations.Ask in which way each variable will impact on the consumption of Mocha-Cola. Observe that aspecific cause-and-effect pattern is being postulated in each case. If you choose, introducefunctional notation at this point, distinguishing between dependent and independent variables,and labeling each independent variable with a positive or negative sign, according to thedirection of its effect. (You can introduce the use of graphs here. See the note below under theappendix to this chapter.)Students have now unknowingly constructed a model of consumer behavior. Use this opportunityto underline the point that not all variables have been included in the model and that an all-inclusive list would be cumbersome and distract from the major elements of the model.6 Principles of MacroeconomicsThe values of the variables that you have compiled in your list will be continually changing. Bringout the point that to isolate the effect of any one on the consumption of Mocha-Cola, the ceterisparibus assumption can be invoked. You might suggest the analogy to experiments in the naturalsciences, where tightly controlled environments actually make the ceteris paribus assumption areality.TOPIC FOR CLASS DISCUSSION:The text uses the example of what determines total miles driven during a time period. Thefactors listed are number of drivers (driving age, population growth, changes in state laws); theprice of gasoline (a complement); household income; number and ages of children; commutedistance; location of shopping areas; and availability and quality of public transportation. Makethis more specific by using months as the measure of time. Then ask the class for some otherfactors that might affect average miles driven per month by a household. Two obvious factorsare airfares (the price of a substitute) and special events such as September 11, 2001.3. Expressing Models in Words, Graphs, Equations: Economists use graphsand mathematics to make it more difficult to overlook some effects. Oneobvious example is income and substitution effects in consumer theory.TEACHING TIP: Relate this to how a coach or choreographer might diagram a play or dance routine on a chalkboard to illustrate how the play or routine should work on the field or on stage.TEACHING TIP: Use the Mocha-Cola example developed earlier to introduce graphs. You can drawa separate graph of the number of bottles purchased versus two or three of the independentvariables that influence consumption. Be sure to select at least one independent variablewith a positive relationship to quantity and one with a negative relationship, saving price for last.Explain what it means to move along each of these curves, and what ceteris paribus means ineach case.4. Cautions and Pitfalls:a. Post Hoc Fallacy: Just because event B occurred after event Adoesn’t mean that A caused B.TEACHING TIP: A few years ago I taught 8:00 a.m. classes five days a week. I got out of bed at 5:30 a.m. Every morning when I got up the sun would be rising. Obviously the act of getting outof bed caused the sun to come up. This example shows two things. First, just because twoactions happen together does not mean one caused the other. A theory must be developed thatexplains why one might cause the other. Second, make sure you have gathered enough data. All Ineeded to do was include some weekend mornings to refute my hypothesis.b. Correlation and Causation: Correlation refers to things happeningtogether. Just because two variables move closely together doesn’tmean one causes the other.TEACHING TIP: The text mentions cities with many automobiles and high crime rates. This is an example of a spurious correlation. The true underlying factor is high population density. Sinceboth the number of automobiles and the crime rate is correlated with population density the twoappear to be correlated with each other.c. Fallacy of Composition: What is true for the individual is not truefor the group and vice versa.TEACHING TIP: Can students find examples of these pitfalls in the model of consumer behavior they constructed for Mocha-Cola? For example, do consumers in the aggregate behave as oneindividual consumer might? One individual consumer may purchase on impulse, but that is nottrue in the aggregate. This is a good opportunity to explain what it means to aggregate.5. Testing Theories and Models: Empirical Economics: The collection andstatistical analysis of data to test economic theories is called empiricalChapter 1: The Scope and Method of Economics 7 economics. Researchers look at data collected over time and acrossdifferent categories or conditions (e.g., age groups, locations) and try todraw conclusions. Controlled experiments are difficult in economics (andother social sciences), but are not impossible.TEACHING TIP: See previous; have students develop possible experiments to test their ideas in the model of consumer behavior they constructed using the Mocha-Cola example.TEACHING TIP: Mention that the statistical techniques used by economists often implicitly assume each independent variable changes while the others are held constant. These statistical techniques can be used to overcome some of the problems caused by our inability to construct controlled experiments.D. Economic Policy: Without objectives it’s impossible to come up with policies.Economists have looked at four different criteria for judging outcomes. Using these criteria to evaluate a policy often leads to conflicting recommendations.This is especially true for the first two (efficiency and equity).1. Efficiency is used in the text to mean allocative efficiency. While there area variety of ways to describe allocative efficiency, the definition studentsseem to understand best is “pro ducing what people want at the lowestpossible cost.”2. Equity means fairness. This is impossible to define universally. Anallocation that seems fair to one person will be viewed by another ashighly skewed.TEACHING TIP: Mention the “law of unintended consequences.” The text discusses rent control.This is a good spot to point out that rent control often hurts the very people it was intended to help.TOPIC FOR CLASS DISCUSSION:Fairness is often in the eye of the beholder. My favorite exercise to provoke a discussion of fairness is to suggest a grading system for the cour se in which students with A’s, B+’s, and B’s at the end of the course will have points taken away from them and redistributed to those with C’s, D’s, and F’s. In the end everyone receives a C+. (There is always at least one student who says, “I’ll take it!”) Outline the issues involved. Compare this to the issues involved in income redistribution.TOPIC FOR CLASS DISCUSSION:Ongoing Congressional debates over tax policy provide a good platform to discuss equity. Is it fair that those with high incomes receive most of the dollars of a tax cut? Point out that these people also pay most of the taxes.3. Growth is an increase in total output of an economy.Economists often define growth as an increase it output per capita.TOPIC FOR CLASS DISCUSSION:Why does Ireland have such a high rate of growth in recent years? Why has Japan’s growth rate fallen so drastically? In each case, what changed?TOPIC FOR CLASS DISCUSSION:The text refers to an increase in output per capita as if it automatically becomes an improvement in the standard of living. Ask the class whether they can think of circumstances in which higher output per capita would cause their standard of living to fall. They should come up with higher pollution levels, increased crowding and higher crime rates as items that reduce the standard of living but are not measured in output per capita.8 Principles of Macroeconomics4. Stability means national output is growing at a fairly constant rate fromyear to year. Inflation is low and the economy is near full employment ofresources.TOPIC FOR CLASS DISCUSSION:Assess the current state of the U.S. economy. Have students collect data on growth, inflation,and unemployment.V. An Invitation: Remember what you’ve learned in previous chapters. You’ll use this material in future chapters.APPENDIX: HOW TO READ AND UNDERSTAND GRAPHSTEACHING TIP: You must face the unpleasant choice of either boring those who know this material or skipping the material and losing those who have forgotten it. If possible, try to hold aspecial half-hour section of class an d invite those who feel “rusty” with graphs to come for ashort review. Passing out an assignment that requires basic graphing skills will encourage thosewho need the review to attend.Whatever you decide, it’s usually better to include at least a brief review of graphs somewherein the course.TEACHING TIP: Emphasize that the “45˚ line”is simply a graph of y= x. This is especially important in macroeconomics.:For further faculty and student resources for this chapter, visit the Companion Website.。

多恩布什《宏观经济学》辅导系列-开篇导读及本书点评【圣才出品】

多恩布什《宏观经济学》辅导系列-开篇导读及本书点评【圣才出品】

第一部分 开篇导读及本书点评一、开篇导读[0.5小时高清视频讲解]主讲老师:郑炳一、教材及教辅、课程、题库简介►教材:多恩布什《宏观经济学》(第10版)(多恩布什、费希尔、斯塔兹著,王志伟译,中国人民大学出版社)►教辅(两本,圣才考研网主编,中国石化出版社出版)1.多恩布什《宏观经济学》(第10版)笔记和课后习题详解2.多恩布什《宏观经济学》名校考研真题详解►课程和题库多恩布什《宏观经济学》配套课程和题库(面授/二、本教材与其他经典教材的比较多恩布什《宏观经济学》、高鸿业《西方经济学》、帕金《宏观经济学》、曼昆《宏观经济学》和罗默《高级宏观经济学》等经典教材被各高校列为考研考博参考书目。

为了便于学员复习,下面特将多恩布什《宏观经济学》与其他经典教材作简单对比。

多恩布什《宏观经济学》与其他经典教材相比较:1.从难易程度看多恩布什《宏观经济学》属于中级宏观经济学教材,难度适中。

相对来说,高鸿业《西方经济学(宏观部分)》较为简单,属于初级偏中级宏观经济学教材,可供第一轮复习用;曼昆《宏观经济学》也属于中级宏观经济学教材,秉承“原理式”的写作风格,行文流畅,便于理解;罗默《高级宏观经济学》属于高级宏观经济学教材,该书经济增长部分写得特别精彩,可参照复习。

2.从内容全面程度来看多恩布什《宏观经济学》内容全面,融合了经济领域的学术共识,并客观地表述和评价了各学派的观点,是一本不可多得的经典教材。

相对来说,高鸿业《西方经济学(宏观部分)》和曼昆《宏观经济学》等教材偏重于阐述凯恩斯学派的思想,对于货币学派、新古典宏观经济学等着墨不多;帕金《宏观经济学》和巴罗《宏观经济学:现代观点》等教材偏重于阐述新古典宏观经济学的思想,分析方法有一定差异。

这种学派思想的差异的比较有助于更好地理解宏观经济思想,也是考试的重难点。

3.从数理深度来看多恩布什《宏观经济学》数理分析较多,要求学员具备一定的数学功底。

相对来说,高鸿业《西方经济学(宏观部分)》和曼昆《宏观经济学》等教材数理分析不多,偏重于文字和图形阐述;布兰查德《宏观经济学》和罗默《高级宏观经济学》等教材数理分析非常多,要求有很深的数学功底,建议后期复习时使用。

宏观经济学(学习指导书)资料

宏观经济学(学习指导书)资料

第二部分 宏观经济学习题及其解答三.简答题1.答:国内生产总值强调“国土原则”,以领土为统计标准,即不论经济活动参与者是否为本国居民,只要在本国领土上的经济活动创造的价值,都包括在国内生产总值内。

国民生产总值强调“国民原则”,以本国人口为统计标准,即不论本国国民居住在哪里,其从事的经济活动的全部成果都包括在国民生产总值内。

GNP 与GDP 的关系为: GNP =GDP +本国国民在外国国土上的产出-外国国民在本国国土上的产出。

2.答:名义国内生产总值是指按当年市场价格(即现价)计算的最终产品和劳务的货币价值与固定资产折旧之和,它既反映实物产出的变化,又反映价格的变化。

实际国内生产总值是指按不变价格计算的最终产品和劳务的货币价值与固定资产折旧之和,它消除了价格变动的影响,只反映实物产出的变动。

国内生产总值核算的最终目的,在于了解并设法增加一国的最终产品和服务的数量,以提高民众生活水平。

名义国内生产总值的变动,可能是由于最终产品和服务数量的变动,也可能是由于价格变动。

区别名义国内生产总值和实际国内生产总值,主要是为了剔除价格变动引起的国内生产总值的名义或虚假变动,掌握国内生产总值的真实变动情况。

3.答:存量是一定时点上存在的变量;流量是一定时期内发生的变量。

流量具有时期特征,有存量就一定有流量与之对应,两者存在因果关系。

存量的变化量等于流量,而流量又归于存量。

财富是对应某个时点的变量,因而是存量。

而收入每时每刻都在变动,衡量收入的多少,需要一个时间跨度。

即收入是对应一定时期的变量,因而是流量。

4.答:经济学上所讲的投资是指企业投资,是企业增加或替换资本资产的支出,即购买新厂房和设备以及增添存货的行为。

人们购买债券和股票只是一种证券交易活动,并不是直接的生产经营活动,因而不属经济学意义的投资活动。

另外,债券与股票的价值也不能计入GDP 。

公司用出售债券与股票所得到的货币收入,购买厂房或机器设备的行为,才是经济学意义上的投资活动。

《宏观经济学》课程考前辅导资料

《宏观经济学》课程考前辅导资料

《宏观经济学》课程考前辅导资料第一部考试复习所用教材《西方经济学(第二版宏观经济学部分)》刘凤良主编中国人民大学出版社第二部考试相关概念、知识点归纳一、相关概念:1.宏观经济学(Macroeconomics)是从宏观角度总体分析经济规律的的一个经济学领域,它主要研究经济整体资源的利用问题。

宏观经济学一般又称为总量经济学,即它研究生产的总量和消费的总量,以及如何才能对价格水平作为反映并保持平衡。

宏观经济学的理论基础建立在假设市场机制是不完整的模型上,并且政府有调节经济的能力,并且能纠正市场机制的各种缺点。

2.国民生产总值(GNP)指某国国民所拥有的全部生产要素在一定时期内所生产的最终产品的市场价值。

3.国内生产总值(GDP)指经济社会(即一国或一地区)在一定时期内运用生产要素所生产的全部最终产品(物品和劳务)的市场价值。

4.个人可支配收入(DPI):可供个人支配的收入。

一个经济中的国民生产产品的价值并不一定就是个人收入,在对要素的收入进行各项扣除之后(如扣除公司未分配利润、公司所得税及社会保险税(费),再加上政府给个人的转移支付等),得到个人收入。

在个人收入中减去个人所得税及非税支付,即得到个人可支配收入。

5.名义GDP:是指生产产品和劳务的当年价格计算的全部最终产品的市场价值。

实际GDP是指用从前某一年作为基期的价格计算出来的全部最终产品的市场价值。

实际GDP=名义GDP/GDP折算指数(即价格总水平)6.消费价格指数: 又称零售价格指数或生活费用指数,它是衡量各个时期居民个人消费的商品和劳务零售价格上涨程度的指标,简称CPI7.经济周期是指国民总产出、总收入和总就业的波动。

8.实际余额效应:价格水平上升,使人们所持有的货币及其它以货币为固定价值的资产的实际价值降低,人们会变得相对的贫穷,于是人们的消费水平就相应的减少。

9.流动偏好陷阱:当利率极低,人们认为这时利率不会再下降,或者说有价证券市场价格不大可能再上升而只会跌落,因而会将所有证券全部换成货币,这种情况称为“流动偏好陷阱”。

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Chapter 11: Inflation, Money Growth, and Interest RatesChapter Summary:The chapter attempts to explain the relationship between inflation, money growth and interest rates using the tools of equilibrium business cycle theory and the theory of money supply and demand developed in previous chapters. It begins by examining the international data on inflation rates and establishes the link between nominal monetary growth and inflation rates. Then the chapter describes the impact of inflation on interest rates. There are two distinctions which are important for understanding this particular section: actual versus expected interest rates, and real versus nominal interest rates. It is shown that intertemporal substitution effects depend on the expected real interest rate, something that cannot be directly observed.3 different approaches to measuring expected values for inflation and interest rates are described, including the use of inflation indexed bonds.In the previous chapter, changes in the amount of money had no effects onreal variables- the analysis in this chapter demonstrates that changes in the growth rates of money also have no real effects.The difference between the growth rate of the money supply and money demand determines the rate of inflation. Changes in the growth rate of money are shown to cause rapid changes in the price level; the mere anticipation of the change can cause the price level to “jump”. The section shows how this “jump” is related to the theory of money demand.The last section discusses how growth in the money supply can generate changes in the real revenue of government, unless money demand falls drastically as a consequence. An extensive discussion of the issue using the German hyperinflation is discuss ed in the “by the numbers” example on page 285.Chapter Outline:I.Cross Country Data on Inflation and Money GrowthII.Inflation and Interest RatesA.Actual and Expected InflationB.Real and Nominal Interest RatesC.The Real Interest Rate and Intertemporal SubstitutionD. Actual and Expected Real Interest Ratesi.Measuring expected inflationii.U.S expected inflation and inflation and interest since WW IIiii.Indexed bonds, real interest rates, and expected inflation rates III.Inflation in the Equilibrium Business-Cycle ModelA.Intertemporal-Substitution EffectsB.Bonds and CapitalC.Interest Rates and the Demands for MoneyD.Inflation and the Real EconomyE.Money Growth, Inflation, and the Nominal Interest RateF. A Trend in the Real Demand for MoneyG.A shift in the Money Growth Rateernment Revenue form Printing MoneyTeaching Tips:1. This chapter covers a lot of ground, so it may require more class time than other chapters. If pressed for time, you could skip the section on measurement of expected inflation.2. The “neutrality” of money is one of the key results of the equilibrium model. Remind students of this fact when examining the international data on monetary growth rates and inflation rates. If money is neutral, ask students why there should be such clear differences in monetary growth rates? Apart from the ability to raise government revenue, are there any advantages to inflation? (Hint: how do people feel about getting raises every year?)3. One of the difficult concepts for students to use correctly is the idea of real money balances, but understanding how real money balances evolve is important to the results of the chapter. The “By the numbers” example on page 285 provides concrete examples that will help students apply the theory properly.Answers to review questions, pg. 2871. a. false. A constant rate of inflation will be incorporated into a constant nominal rate.b. true. An growing rate of inflation will cause corresponding changes in i.2. The real interest rate is the nominal interest rate – inflation. Positive rates of inflation change the purchasing power of money over time, reducing the real valueof interest. Higher nominal rates are needed to compensate lenders for this loss in purchasing power.3. The actual rate can only be determined after the fact, when actual inflation rates can be measured. Before the fact, inflation rates can only be predicted.4. The Livingston survey is survey of 50 economists concerning inflation forecasts. The forecast uses “experts” as opposed to house holds. The extent to which household expectations relate to those of the experts is not known. Also, how do we determine whether the sample chosen is representative of the entire group? On the other hand, to the extent that decision makers are looking at these forecasts when formulating their own expectations, the survey is an economical way and reliable source of information.5. The nominal rate cannot determine the opportunity cost of consuming goods today rather than in the future. Only the real interest rate can do that, because it takes into account changes in the future price of goods. The same argument applies to the labor supply decision, which is also based on the opportunity cost of current vs. future leisure.Answers to Problems for Discussion, pg. 287-886. a. A high rate of growth in real GDP weakens the link between μ and π.. If the real economy grows at about the same rate as the money supply, there is no reason to expect positive rates of inflation. Given the assumptions on money demand made in this problem, money demand will grow at the same rate as the money supply.b. A rising nominal interest rate reduces the growth in the real demand for money. For a given growth rate in the supply of money, this would result in a higher rate of inflation.c. Higher rates of expected inflation leads to higher nominal interest rates, reducing the demand for money and creating inflationary pressure in the economy. The expectation of inflation can create the inflation.7. a. The results are shown below (results were obtained using MS excel):Interpretation: The predicted inflation rate is approximately 3.8% plus 0.055*change in the growth rate of currency (where the growth rate of the currency is expressed as a decimal).in real output. In particular, the intercept is near zero and the slope is approximately 1, which implies the growth rate in real balances is virtually equal to the growth rate in real output.base inflation rate doesn’t change much, but the influence of monetary growth is much more significant (.19 compared to .055). This is offset by the coefficient on ∆Y/Y which has a negative sign. This implies that growth rates in real GDP reduce inflation rates (by about .23*change in the growth rate of real output).8. a. the price level increases proportionately, but nominal interest rates do not change.b. the increase in the money growth rate causes a similar increase in inflation and nominal interest rates. The price level “jumps” during the transition to a higher level.c. prices increase because of the reduction in money demand, nominal interest rates rise.9. a. The high demand for money would create a disequilibrium at the current price level; prices would tend to fall during periods of increased money demand and rise after the first of the year. Short term inflation and nominal rates would follow the same pattern.b. Temporary increases in the growth rate of money supply in the 4th quarter followed by slower first quarter increases would maintain equilibrium in the money markets.10. If there is a temporary increase in money demand then people will want to increase their money balances. As we saw in chapter 10, this would cause a one time reduction in the price level. This does not affect nominal interest rates however, because the one time change in the price level has no effect on the growth rate of money. Therefore, by the equation i=r+π, the nominal interest rate will not change. However, if the central bank wanted to prevent even a one-time change in the price level, they would have to grow the nominal money supply temporarily, and then shrink it once the event is over. If the public recognizes the temporary nature of the increased money supply growth, then there will be no change in prices or interest rates. A credible announcement of its intentions will help calm inflationary fears. The FED attempted something very similar to this in the months leading up to theY2K scare. They allowed the money supply to grow quickly before the year 1999 ended, and reduced the growth rate in the following period. If the increase in money demand is permanent, then the increase in money supply must also be permanent. Once again, there should be no effects on either prices or nominal interest rates figure 11.9. One way for the central bank to gain credibility is to announce a target for inflation. Countries that do this credibly have an essentially passive monetary policy that accommodates changes in money demand without causing inflation. The nominal interest rate changes only in response to changes in the real interest rate.11. Government revenue from printing money increases with μ, but decreases with respect to real balances, (see equation 11.22 on page 284) Higher μ will lead to higher nominal rates, which reduce money demand. The more sensitive money demand is to these nominal rates, the more it will reduce the government’s real revenue from printing money.12. a. Issuers are likely to “call” the bond when the nominal rate on the bond is higher than the nominal rate on the market. A unexpected reduction in the nominal rate would trigger the increase in prepayments.b. Nominal interest rates were rising during the initial period, falling thereafter. Prepayment works against the borrower when interest rates increase unexpectedly and in their favor when they fall.c. The prepayment option becomes more valuable in an environment of volatile and unpredictable interest rates. The borrower can benefit from prepayment when the movement in interest rates is significantly lower than the rate on their original loan.13. Rational expectations allows us to make use of all available information to identify the expected rate during the period in question. However, it is also difficult to determine the extent to which decision makers will actually attempt to gather andprocess this information. Sophisticated statistical models using data that is difficult to gather and interpret may help the forecaster formulate their own expectations, but won’t necessarily explain how decision makers formulate their forecasts.14. a. The nominal rate is 5%. The expected rate is 5%-the expected rate of inflation. The actual rate is 5%-the actual rate of inflation. Obviously the real rate depends on information which cannot be know until after the purchase.b. In this case the actual real interest rate is 3%, and the actual nominal rate is 3% + . The expected nominal rate is 3% + the predicted rate of inflation.c. Answers may vary. One approach would be to peg the final interest payment to an average of short term interest rates + inflation over the term. Holders will be protected from the uncertainty associated with changes in both inflation rates and real interest rates in this case.15. The counterfeiting was sufficient to create some inflation and higher nominal interest rates, which would ultimately lead to lower real money balances. By equation 11.22, we see that this would have reduced government’s ability to incr ease revenue from the creation of money. In a sense, the competition hurt government’s profits!。

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