Questions.

Eco 450

2 NATIONAL INCOME ACCOUNTING In Swedish: Nationalrakenskaper Problem 2.1: Fill in all numbers where there now are question marks (?) in the table. Private consumption (C) Privat konsumtion (C) Government purchases= Offentlig konsumtion och offentliga 300 government consumption and investeringar (G) governement investment(G) Private investment (I) Privata investeringar, 150 Inklusive lagerinvesteringar (1) Trade balance (NX) Handelsbalansen (NX) 400 Labor income inclusive of income Arbetskraftskostnader inklusive sociala 900 taxes and social security avgifter contributions Capital income Kapitalinkomster 400 Depreciation of capital Kapitalforslitning 100 Indirect taxes (VAT etc.) Indirekta skatter, tex moms 200 Net factor incomes from abroad Faktorinkomster fran utlandet, netto 50 (NFI) (NFI) Net transfers from abroad (NFTr) Transfereringar fran utlandet, netto (NFTr) 0 Government taxes (including Skatter, inklusive moms 350 indirect taxes) Current Account Balance Bytesbalansen Gross Domestic Product (GDP) Bruttonationalprodukten till ? Marknadspris (BNP) Gross National Product(GNP) Bruttonationalinkomst till ? Marknadspris (BNI) National saving Nationellt finansiellt sparande Public saving Offentligt finansiellt sparande Private saving Privat finansiellt sparande NOTE: For a country and for the private and public sector: SAVING equals income minus consumption. Problem 2.2: A farmer grows a bushel of wheat and sells it to a miller for 1 dollar. The miller turns the wheat into flour and then sells the flour to a baker for 3 dollars. The baker uses the flour to make bread and sells the bread to an engineer for 6 dollars. The engineer cats the bread. What is the value added by each person? Problem 2.3: Suppose a woman marries her butler. After they are married, her husband continues to wait on her as before, and she continues to support him as before (but as a husband rather than as an employee): How does marriage affect GDP? How should it affect GDP?Problem 2.6: Consider an economy that produces and consumes bread and automobiles. In the following table are data for two different years: Year 2000 2010 Price of an automobile USD 50,000 USD 60.000 Price of a loaf of bread USD 10 USD 20 Number of automobiles produced 100 120 Number of loaves of bread produced 500,000 loaves 400.000 loaves Problem 2.7: Abby consumes only apples. In year 1. red apples cost one dollar each, green apples cost two dollars each, and Abby buys 10 red apples. In year 2, red apples cost two dollars, green apples cost one dollar, and Abby buys 10 green apples. 2.7a. Compute a consumer price index for apples for each year. Assume that year 1 is the base year in which the consumer basket is fixed. How does your index change from year I to year 27 2.7b. Compute Abby's nominal spending on apples in each year. How does it change from year I to year 2? 2.7c. Using year I as the base year, compute Abby's real spending on apples in each year. How does it change from year I to year 2? 2.7d. Defining the implicit price deflator as nominal spending divided by real spending, compute the deflator for each year. How does the deflator change from year I to year 2? 2.7c. Suppose that Abby is equally happy eating red or green apples. How much has the true cost of living increased for Abby? Compare this answer to your answers to parts (a) and (d). What does this example tell you about Laspeyres and Paasche price indices? Problem 2.8: Consider how each of the following events is likely to affect real GDP. Do you think the change in real GDP reflects a similar change in economic well-being? 2.8a. A hurricane in Florida forces Disney World to shut down for a month. 2.8b. The discovery of a new, easy-to-grow strain of wheat increases farm harvests.. 2.8c. Increased hostility between unions and management sparks a rash of strikes. 2.8d. Firms throughout the economy experience falling demand, causing them to lay off workers. 2.8e. Congress passes new environmental laws that prohibit firms from using production methods that emit large quantities of pollution. 2.8f. More high-school students drop out of school to take jobs mowing lawns. 2.8g. Fathers around the country reduce their work-weeks to spend more time with their children.Problem 3.2: If a 10-percent increase in both capital and labor causes output to increase by less than 10 percent, the production function is said to exhibit decreasing returns to scale. If it causes output to increase by more than 10 percent, the production function is said to exhibit increasing returns to scale. Why might a production function exhibit increasing or decreasing returns to scale? Problem 3.3: Suppose that an economy's production function is Cobb-Douglas with parameter alpha=0.3. One way to solve B.-D., assume numerical values, e.g.: Assume A=1, K=1, LO=1 and LI=1.1. 3.3A. What fractions of income do capital and labor receive? 3.3B. Suppose that immigration raises the labor force by 10 percent. What happens to total output (in percent)? The rental price of capital? The real wage? One way to solve B., assume A=1, K=1, LO=1 and LI=1.1. 3.3C. Suppose that a gift of capital from abroad raises the capital stock by 10 percent. What happens to total output (in percent)? The rental price of capital? The real wage? 3.3D. Suppose that a technological advance raises the value of the parameter A by 10 percent. What happens to total output (in percent)? The rental price of capital? The real wage? Problem 3.4.: Empirically the trend in the real wage closely tracks the trend in labor productivity. Explain why? Problem 3.5. A. Over the past century, the productivity of farmers has risen substantially because of technological progress. According to the neoclassical theory, what should have happened to their real wage? B. In what units is the real wage in part (a) measured? C. Over the same period, the productivity of barbers has remained constant. What should have happened to their real wage? D. In what units is the real wage in part (c) measured? E. Suppose workers can move freely between farmers and being barbers. What does this mobility imply for the wages of farmers and barbers? F. What do your previous answers imply for the price of haircuts relative to the price of food? G. Who benefits from technological progress in farming - farmers or barbers? Problem 3.6.: (Harder) Consider a Cobb-Douglas production function with three inputs. K is capital (the number of machines), L is labor (the number of workers), and H is human capital (the number of college degrees among the workers). The production function is: Problem 3.6A. Derive an expression for the marginal product of labor. How does an increase in the amount of human capital affect the marginal product of labor? Problem 3.6B. Derive an expression for the marginal product of human capital. How does an increase in the amount of human capital affect the marginal product of human capital? Problem 3.7C. What is the income share paid to labor? What is the income share paid to human capital? In the national income accounts of this economy, what share of total incomedo you think workers would appear to receive? (Hint: Consider where the return to human capital shows up.) Problem 3.7D. An unskilled workers earns the marginal product of labor, whereas a skilled worker earns the marginal product of labor plus the marginal product of human capital. Using your answers to (a) and (b), find the ratio of the skilled wage to the unskilled wage. How does an increase in the amount of human capital affect this ratio? Explain. Problem 3.7E. Some people advocate government funding of college scholarships as a way of creating a more egalitarian society. Others argue that scholarships help only those who are able to go to college. Do your answers to the preceding questions shed light on this debate? 6. THE LABOR MARKET Problem 6.1: Suppose that students look for part-time jobs. On average it takes 2 weeks to find a part-time job, and the part-time job lasts on average 12 weeks. A. Calculate the rate of job finding per week and the rate of job separation per week B: What is the natural rate of unemployment for this population of students. Problem 6.3: The residents of a certain dormitory have collected the following data: People who live in the dorm can be classified as either involved in a relationship or uninvolved. Among the involved people, 10 percent experience a breakup of their relationship every month. Among uninvolved people, 5 percent will enter into a relationship every month. What is the steady-state ("equilibrium") fraction of residents who are uninvolved? Problem 6.4: Suppose that Congress passes legislation making it more difficult for firms to fire workers. If this legislation reduces the rate of job separation without affecting the rate of job finding, how would the natural rate of unemployment change? Do you think that it is plausible that the legislation would not affect the rate of job finding? Why or why not? Problem 6.5: Consider an economy with the following Cobb-Douglas production function: Y = K . L'. The economy has 1000 units of capital and a labor force of 1000 workers. A. Derive the equation describing the labor demand in this economy as a function of the real wage and the capital stock. B. If the real wage can adjust to equilibrate labor supply and labor demand, what is the real wage? In this equilibrium, what is employment, output, and the total amount earned by workers? C. Assume that a minimum wage of 1 dollar is imposed by Congress. What happens to employment, output, and the total amount earned by workers. D. Did the minimum wage help the working class in this example? Problem 6.6: Suppose that a country experiences a reduction in productivity (A); A. What happens to the labor demand curve? B. What is the effect on employment, unemployment and the real wage if we assume perfect competition? Assume that the labor supply curve is vertical. C. How would this change in productivity affect employment if unions prevent the real wage from falling