Economics is divided into two branches, microeconomics and macroeconomics. In microeconomics, economists look at the small picture. In microeconomics, economists look at the small picture. They study the behavior and choices of relatively small economic units, such as an individual or a single business firm.

conomists think in terms of Eboth benefits and costs. For

example, attending college has both benefits and costs. Usually, the

benefits far exceed the costs. To learn more about colleges, go to the following Web site: www.emcp.net/college.

Once at the site, click on “College Directory” and then “United States.” The next screen you see will list the 50 states and Washington, D.C. Click on the state in which you think you may want to attend college. From there, click on the names of a few colleges, and read about them. After spending some time looking at different colleges, identify what you think are the benefits and costs of attending college. Finally, do you think the benefits are greater than, less than, or equal to the costs?

marginal

In economics, marginal means additional.

incentive

Something that encourages or motivates a person to take action.

major? According to the economist, we know that when she made the decision to major in psychology, she thought that the benefits to her of majoring in psychology would be greater than the costs. When economists study a problem, weighing the costs and the benefits, they refer to this process as a cost-benefit analysis.

John has been studying four hours for his English test tomorrow. It’s now 10:30 at night. John considers studying one more hour. The benefits to studying another hour might be a higher grade on the test. The cost of studying another hour is one less hour of sleep, which could adversely affect his ability to concentrate during the test (which, in turn, could adversely affect his grade). He thinks the costs of studying an additional hour are greater than the benefits, so he goes to bed.

Thinking at the Margin

An important economic term will come up throughout this text when discussing costs and benefits. That word is marginal, which means “additional.”

Why is the term marginal so important? It is because economists believe that when

people make decisions, they do not think of the total costs and benefits involved in the decision. Instead, they think about the additional, or marginal, costs and benefits.

You have just eaten two chicken tacos for lunch and are trying to decide whether or not to go back for a third. You are still hungry, but if you get another taco now, you will have no money left for a soda after school. Are you really that hungry?

In making the decision described above, you are comparing the marginal benefits of one more (an additional) taco against the marginal costs of one more taco. If you decide that the marginal benefits are greater than the marginal costs, you will buy the additional taco. If, on the other hand, you decide that the marginal costs are greater than the marginal benefits, you will keep your money and go without the additional taco. An economist would say that you were “making decisions at the margin,” a process that you will encounter in several of the following chapters.

Thinking in Terms

of Incentives

Economists often speak of incentives in reference to actions. An incentive is something that encourages or motivates a person to take an action. For example, suppose that Amy lives in a country where every dollar she earns is taxed (by government) at 100 percent. With a tax rate of 100 percent, an economist might argue that Amy does not have an incentive to produce anything for sale. Why work all day to produce a good that is sold for, say $100, when you will have to turn over the full $100 to the government in taxes?

Now let’s lower the tax rate in Amy’s country from 100 percent to 20 percent. In your mind, has the lower tax rate provided Amy with an incentive to work and produce? An economist would say it has. The lower tax rate encourages or motivates Amy toward a particular action—working and producing—because now Amy can keep 80 cents out of every dollar she earns.

Kenneth, who is 15 years old, and lives with his parents, does not have an incentive to mow the lawn. There is absolutely nothing that encourages or motivates him toward mowing the lawn. Then one day Kenneth’s father offers him $10 to mow the lawn. The $10—the money—is an incentive for Kenneth to mow the lawn. It encourages or motivates him toward mowing the lawn.

Jimmy lives in country A, where people are not permitted to own property, so Jimmy rents a house from the government. Adam lives in country B, where people are permitted to own property, so Adam owns his house. Who is more likely to take care of the house he lives in? The answer is Adam. The reasoning is simple: Adam can sell the house he lives in (because he owns it); Jimmy cannot sell the house he lives in. Any damage Adam does to his house lowers the selling price of the house. The moral of the story? Private property ownership acts as an incentive to taking care of things.

Thinking in Terms

of Trade-Offs

As you learned in Section 1, trade-offs involve opportunity costs. When more of one thing necessarily means less of something else, we have a trade-off. For example, when we drive our cars, we pollute the air. One way to cut down on

the amount of pollution is to drive less. In other words, more driving means less clean air, and less driving means more clean air.

More of one thing (driving) necessarily means less of something else (clean air). We have a trade-off between driving and clean air.

Individuals Face Trade-Offs

You might notice that when trade-offs arise in life, you sometimes have to stop and think what course of action you want to take.

Like individuals, societies face trade-offs. What trade-off is represented by these two photographs?

Suppose Mary Ann loves to eat, but she has recently put on (what she considers to be) a few too many pounds. She wants to lose some weight for two reasons:

(1) to feel more comfortable in her clothes and (2) to reduce the risk of heart disease, which is linked to being overweight. So Mary Ann goes on a diet and cuts her calorie intake from 2,500 to 1,800 calories a day.

Does Mary Ann face a trade-off? Sure she does. On the one hand, if she doesn’t go on a diet, she gets to continue eating what she wants to eat (that’s good), but she won’t feel as comfortable in her clothes and she increases her risk of heart disease (that’s bad). Of course, on the other hand, if she does go on the diet, she will likely feel more comfortable in her clothes and be healthier (that’s good), but she will have to avoid some of her favorite foods and feel hungry much of the day (that’s bad).

No matter what Mary Ann decides, Mary Ann gets something she likes and something she doesn’t like. She gets more of one thing (comfort and health) and less of something else (enjoyment from eating what she wants) if she chooses to diet. If she chooses not to diet, she still gets more of one thing (enjoyment from eating what she wants) and less of something else (less comfort and health).

Societies Face Trade-Offs

Just as individuals face trade-offs, so do societies. At any one point in time, the federal government has only so much money from tax revenues. If more tax dollars go for, say, education, it means fewer tax dollars to spend on roads and highways. If more tax dollars go for national defense, then fewer dollars can be spent on health and welfare.

Trade-offs sometimes lead to conflicts in society. One group may think it better to spend more money on national defense and less on health and welfare. Another group might prefer the opposite. A conflict arises. In a household, some members of the family might prefer to spend more of the family budget on boats, plasma TV sets, and computers. Other members might prefer to spend more of the family budget on education, vacations, and furniture. A conflict arises.

Thinking in Terms of What

Would Have Been

Economists often think in terms of “what would have been.” It is important to be able to think in terms of what would have been, because only then do we know the opportunity costs for “what is.”

The Story of the Broken Window

A famous economist-journalist once wrote a book in which he told the story of a boy who threw a rock through a baker’s shop window. In the story the townspeople gather around the baker’s shop and complain about the actions of today’s youth. Then one person has a quite different perspective. He says that because the boy broke the window, the baker now has to buy a window, which means the window maker will now have more business. And because the window maker has more business, he will earn more money. And because he has more money, he will spend more money. And because he spends more money, someone else in the town will sell more goods, and on and on. So, says the person with the different perspective, what the boy has done is a good thing: he has generated economic activity for the town. After listening to this different view of the situation, the townspeople are happy. What had at first seemed like a tragedy (a boy breaking a window), now clearly appears to be the beginning of an economic boom for the town.

Economic Guide To Thinking

What do you think? Did the boy set off a chain reaction that will create work, income, and profits for many people in the town? And if so, should the townspeople hope that more boys throw more rocks through windows?

Before you begin encouraging people to throw rocks in your town, stop and ask, as the economist did, this simple question: If the baker didn’t have to buy a new window, what would he have purchased with the money he would have spent on the window? Suppose that he would have spent the money for a new suit. But, now that the window is broken, the baker will have no

money for the suit, so the suit maker will earn less money (than otherwise). Without that money, the suit maker will be able to make fewer purchases, which will translate into fewer sales for others, and so on and so on.

Simply put, the economist urges us to see “what would have been” if the boy had not broken the window. The economist urges us to see more than “what will be” because the boy broke the window.

It is easy for all of us to see “what will be”: we will actually see with our eyes the window maker selling a window and getting paid for it. It is not so easy, though, to see “what would have been.” We can’t see with our eyes the suit maker not selling the suit.

Seeing with Your Mind

It takes a certain kind of vision to see “what would have been.” It takes your mind (and not your eyes) to see what would have been. You have to think your way to understanding that one new window means one fewer suit.

Suppose the federal government sets aside funds for a new interstate highway system. Thousands of people are hired to work on the project. Local newspapers in the towns along the highway write lots of stories on all the increased job activity, and soon there are more and better highways in the area. It is easy to see the “what will be” benefits of more jobs and better roads.

We need to remind ourselves, however, that someone—namely, the taxpayers—had to pay for the new highway system. What did these taxpayers give up by paying the taxes to fund the new highway? They gave up the opportunity to buy goods for themselves, such as clothes, computers, and books. We now begin to think in terms of all the products that “would have been” produced and consumed had the highway not been built. If, say, more clothes would have been produced instead of highways, more people would have worked in the clothing industry and fewer would have worked in highway construction.

Building and improving highways is expensive. What sorts of things might not exist as a result of this highway being built?

Thinking in Terms of

Unintended Effects

Economists often look for the “unintended effects” of actions that people take. Has anything ever turned out differently from what you intended?

On an average day a shoe store sells 100 pairs of shoes at an average price of $40 a pair, thereby earning $4,000. One day the store owner decides to raise the price of shoes from an average of $40 to $50. What do you think he expects the effect of his action to be? He probably expects to increase his earnings from $4,000 a day to some greater amount, perhaps to $5,000 (100 pairs of shoes $50 $5,000). The store owner might be surprised by the results. At a higher price, it is likely that he will sell fewer pairs of shoes. Suppose that at a price of $50 a pair, the owner sells an average of 70 pairs of shoes a day. What are his

Do ?

Seatbelts

Cause

Accidents?

Most states have mandatory seatbelt laws for drivers.

Seatbelt legislation was passed to save lives. That was its intent.

Soon after states started adopting mandatory seatbelt laws, an economist undertook a study. He wanted to find out if seatbelt laws really did save lives. His study showed that the number of car deaths before seatbelt laws was the same as the number of car deaths after seatbelt laws. This finding perplexed him because common sense tells us that if you are in an accident you have a better chance of surviving if you are wearing your seatbelt. So, what explained the economist’s finding? The answer is this simple equation:

Number of car deaths Number of accidents Probability of being killed in a car accident

What seatbelt laws did was lower the “probability of being killed in a car accident.” Yet, if they lowered this probability, and the number of car deaths was still the same

(before and after the seatbelt law), then the only thing that could

accidents increased. (Economists are interested in unintended effects.)

Why did the number of accidents increase? Some have suggested that drivers feel safer wearing a seatbelt and that drivers who feel safe are more likely to take risks on the road than drivers who do not feel safe. (Might drivers in large Hummers take more risks than drivers in Honda Civics?) Obviously, the way to be safe while driving a car is to wear your seatbelt and drive as carefully as you would if you weren’t wearing your seatbelt. In other words, don’t let wearing the seatbelt lull you into driving recklessly.

explain this finding was that the “number of accidents” had to rise. This change is exactly what the economist found. In other words, one unintended effect of the seatbelt law was that the number of

The intended effect of placing a safety cap on medications is so that children don’t

get into the medicine and eat it because they mistakenly think it is candy. Can you think of an unintended effect of placing safety caps on medications?

average daily earnings now? ($3,500 = 70 pairs of shoes $50) The owner did not intend for things to turn out this way; he intended to increase his earnings by raising the price of shoes. The decrease in his earnings is an unintended effect of his actions.

Suppose that U.S. citizens are buying some Japanese goods (such as Japanese cars), and that Japanese citizens are buying some goods produced in the United States (such as U.S. computers). Then things change: the Japanese government decides to place a $200 tax on every U.S. computer sold

in Japan. People in Japan who buy U.S. computers will have to pay $200 more than they would have paid without the tax. Why might the Japanese government impose this tax? It may want Japanese computers to outsell U.S. computers; it may want to generate higher profits and greater employment in the Japanese computer industry. To accomplish these goals, the government deliberately makes U.S. computers more expensive than Japanese computers by placing the tax on U.S. computers. This action ends up hurting U.S. computer companies, because they sell fewer computers.

The United States could decide to retaliate by placing a tax on Japanese cars sold in the United States. Japanese cars will be more expensive, and fewer will be sold. This action will hurt Japanese car companies.

Do you see what has happened? Japan initially takes an action—placing a tax on U.S. computers sold in Japan—hoping that the Japanese people will buy more Japanese computers and fewer U.S. computers (the intended effect of the action). The intended effect is realized: the Japanese people actually do buy more Japanese computers and fewer U.S. computers. But there is an unintended effect too: the United States places a tax on Japanese cars, which ends up hurting Japanese car companies. When the Japanese placed a tax on U.S. computers, they did not intend to do harm to Japanese car companies.

Do unintended effects matter? The answer is yes, they matter a great deal. That is why, for any action, economists think in terms of both intended and unintended effects. Can you see the advantage of being able to think about and anticipate unintended effects when making decisions?

Thinking in Terms of the

Small and the Big

Economics is divided into two branches, microeconomics and macroeconomics. In microeconomics, economists look at the small picture. They study the behavior and choices of relatively small economic units, such as an individual or a single business firm. Economists who deal with macroeconomics look at the big picture, studying behavior and choices as they relate to the entire economy (see Exhibit 1-4). For example, in microeconomics, an economist would study and discuss the unemployment that exists in a particular industry, such as the car industry; in macroeconomics, an economist would investigate the unemployment that exists in the nation. In microeconomics, an economist would look at the buying behavior of consumers in regard to a single product, such as computers; an economist dealing in macroeconomics would study the buying

E X H I B I T 1-4Two Major Branches of Economics

ECONOMICS

Economists divide economics into two major branches: microeconomics and macroeconomics.

behavior of consumers in regard to all goods. We might say that the tools of macroeconomics are telescopes, while the tools of microeconomics are microscopes. Macroeconomics stands back from the trees to see the forest. Microeconomics gets up close and examines the tree itself, including its bark, its branches, and the soil in which it grows. In this book you will learn to look at the world from both “micro” and “macro” perspectives.

Thinking in Terms

of Theories

Some questions have obvious answers, and others do not. For example, if you hold a ball in your right hand and ask someone what will happen if you let go of it, the person will likely say that the ball will drop to the ground. Right answer. If the classroom clock reads 10:12 and you ask someone in the class what time it is, that person will say 10:12. Again, right answer.

Now suppose you ask someone any of the following questions:

•Why is the crime rate higher in some countries than in other countries?

•What causes the stock market to rise or fall?

•What causes some nations to be rich and others to be poor?

microeconomics

The branch of economics that deals with human behavior and choices as they relate to relatively small units—an individual, a business firm, or a single market.

macroeconomics

The branch of economics that deals with human behavior and choices as they relate to the entire economy.

U.S. Representative James Sensenbrenner Jr. (left) and Senator Charles Grassley (right) meet with President Bush to discuss economic policy. Do you think these men make use of economic theories? If so, how?

Economics A New Way Of Thinking Pdf File

theory

An explanation of how something works, designed to answer a question for which there is no obvious answer.

You probably would agree that these questions have no obvious, easy answers.

Because some economic questions do not have obvious answers, economists build theories. Think of a theory as a mechanism that an economist uses to answer a question that has no obvious, easy answer. Here are only five of hundreds of questions for which economists have built theories:

1.What causes inflation?

2.What causes the unemployment rate to rise or fall?

3.How do business firms operate?

4.What causes the prices of goods and services to rise, fall, or remain stable?

5.Why do countries experience good economic times in some years and bad economic times in other years?

Suppose you are living in the days before anyone has heard the word calorie. Over a period of three years, you notice that your weight changes. At one time you weigh 140 pounds, then 145 pounds, then 155 pounds. You wonder why you are gaining weight.

Along comes a person who gives you a simplified explanation of what is happening.

She says that there are things called “calories,” and that we can measure food in terms of how many calories it has. Some foods have more calories than others. She then says that every day you use up, or burn, calories when you walk, run, and clean the house. You even burn them, she says, when you are sitting still on the couch watching television. Finally, she says that your weight depends on how many calories you take in compared to how many you burn. If you consume more calories than you burn, you will gain weight.

This calorie theory is used to explain one’s weight. You will notice that this theory explains how things work (how your body takes in and uses up calories) in order to answer a question. All theories have this structure. A theory always offers some explanation of how things work in order to answer a question that does not have an obvious answer.

QUESTION: I’ve always thought that theories were difficult to understand because they contain a lot of mathematics. Is this correct?

ANSWER: Some theories contain mathematics, but many do not. Your impression of a theory is the common one. Many people think that a theory has to be abstract, mathematical, and almost impossible to understand. But this is a misconception. To a large extent, a theory is simply a

“best guess” offered to explain something. Anyone can build a theory; in fact, you may (unknowingly) do so.

Suppose your best friend always eats lunch with you. Then, one day he doesn’t. You may wonder what explains his change in behavior.

Once you have a question in your mind—What led to the change in his behavior?—you are on your way to building a theory. Your “best guess” may be that he doesn’t like you anymore, or that you said something to upset him, or something

altogether different. Trying to answer your question by offering your “best guess” is really no different from an economist creating a theory about some aspect of economics. The economist puts forth his or her “best guess” as to what causes inflation, high interest rates, or economic growth.

Is It Reasonable?

Many people evaluate a theory based on whether it seems reasonable. However, many theories that at first seemed very unreasonable to people turned out to be correct. Think about how it might have sounded to you if you had lived before microscopes were invented and someone told you that people were getting sick because of tiny “things” (which today we call germs) that no one could see. You might have thought that sounded ridiculous. Or suppose you had lived during the days of the Roman Empire and someone proposed the round-earth theory to answer a question. You might have said, “There is no such thing as a round earth!”

Does It Predict Accurately?

Scientists believe that we should evaluate theories based not on how they sound to us, or whether they seem right, but on how well they predict. If they predict well, then we

Many of these people are unemployed and looking for work. Why do you think economists propose theories to explain unemployment?

should accept them; if they predict poorly, then we should not. No doubt, as you read this text, you will come across an economic theory here or there that you think sounds wrong. You are urged to adopt the scientific attitude and hold off judging any economic theory until you learn how well it predicts.

Defining Terms

1.Define:

a.incentive

b.microeconomics

c.macroeconomics

d.theory

2.Use marginal costs correctly in a sentence.

Way Of Thinking Crossword Clue

Reviewing Facts and

Concepts

3.According to economists, almost everything we do has costs and benefits.

Identify the costs and benefits of each of the following: going to the dentist for a checkup, doing your homework, and getting an extra hour of sleep.

4.Give an example of an unintended effect.

5.What is the difference between microeconomics and macroeconomics?

Critical Thinking

Economics A New Way Of Thinking Pdf Free

6.If there were zero opportunity cost to everything you did, would you ever face a trade-off? Explain your answer.

Applying Economic

Concepts

7.Describe a recent situation in which you weighed marginal costs versus marginal benefits to make a decision.

Many people underestimate the power of saving. That’s because they don’t realize the large

gains one can earn by saving— especially if they start saving when they are young.

Save Now, or Save Later?

You are probably 17 or 18 years old if you are reading this book. Suppose you go to college and when you are 22 you get your first full-time job, earning $45,000 a year. If, in that first year after graduating college—and only in that year—you

save $2,000, at an annual interest rate of 5 percent, and your interest is compounded quarterly (which means you earn an interest payment every three months), how much money will you have when you retire at age 65? The answer is $16,942. In other words, a one-time savings of $2,000 when you are 22 will turn into $16,942 by the time you retire at 65.

It is likely, however, that if you are able to save money when you are 22, you will be able to save some when you are 23, 24, and so on. So,

let’s suppose that instead of saving $2,000 only once, when you are 22, you save $2,000 every year between the ages of 22 and 65. We will assume again that your annual interest rate of return is 5 percent and that interest is compounded quarterly. How much will money will you have at 65? The answer is $319,526.46.

Saving now—even if you save only a small amount—will pay off later. Have you opened a savings account yet?

interest rate of 6 percent, compounded quarterly). What is the opportunity cost to smoking? Is smoking costly? It appears to be not only costly when it comes to your health, but also when it comes to your wallet.

One Last Point

If you find it hard to save, then perhaps you need to know what sav-

ing really is. It is not, as some people think, the same as not spending. Instead, it is postponed spending or future spending. In other words, because you have saved today, you have more money to spend in the future. Your decision is not between spending and saving; your decision is between spending now and spending more later.

Most of us spend small amounts of money every day that could become large amounts later in life. What could you give up in favor of regular deposits to your savings account?

Now, just to show you how much it matters to start saving when you are young, suppose that instead of beginning to save when you are 22, you wait until you are 40 to start saving. At 40 and each year after until you reach 65, you save $2,000. How much money would you have at 65? $106,694.68. So, how important is it to begin saving early? By setting aside just an additional $36,000 ($2,000 a year for each year between age 22 and age 40), you end up with an extra $212,831.78.

Smoking or Saving?

Now let’s look at saving in a different way. Recently, a person who purchased a pack of cigarettes every other day ended up buying 182 packs a year at a cost of $4 a pack. That’s a total of $728 per year spent on cigarettes. If that person had simply saved that $728 each year, instead of spending it on cigarettes, it would have ended up being $45,493.32 after 25 years (at an

• #
  15.11.2018352.77 Кб0DtaVYeA-k2.doc
• #
  15.11.2018330.75 Кб5DtaVYeA-k4.doc
• #
  07.02.201641.44 Mб98Economics_-_New_Ways_of_Thinking.pdf
• #
  07.02.201620.63 Mб12Enterprise 1-4_Lisening tests.pdf
• #
  07.02.20164.71 Mб17Excel для экономистов.doc