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Are the following statements true or false? Explain your answers. a. "When people must pay higher taxes on their wage earnings, it reduces their incentive to work" is a positive statement. b. "We should lower taxes to encourage more work" is a positive statement. c. Economics cannot always be used to completely decide what society ought to do. d. "The system of public education in this country generates greater benefits to society than the cost of running the system" is a normative statement. e. All disagreements among economists are generated by the media.

Short Answer

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Question: Identify if each statement is positive or normative, and explain your reasoning. Statement a: "When people must pay higher taxes on their wage earnings, it reduces their incentive to work." Statement b: "We should lower taxes to encourage more work." Statement c: "Economics cannot always be used to completely decide what society ought to do." Statement d: "The system of public education in this country generates greater benefits to society than the cost of running the system." Statement e: "All disagreements among economists are generated by the media."

Step by step solution

01

Statement a: Positive or Normative?

Statement a is: "When people must pay higher taxes on their wage earnings, it reduces their incentive to work." This statement suggests an objective relationship between taxes and people's incentive to work. Because there is no judgment or opinion about whether this is good or bad, it is a positive statement.
02

Statement b: Positive or Normative?

Statement b is: "We should lower taxes to encourage more work." This statement contains a judgment that lowering taxes is desirable to encourage more work, so it is a normative statement.
03

Statement c: Positive or Normative?

Statement c is: "Economics cannot always be used to completely decide what society ought to do." This statement analyzes the limits of economics as a tool for making societal decisions, which is an objective observation about the field. It is not making a judgment about whether it is good or bad, so it is a positive statement.
04

Statement d: Positive or Normative?

Statement d is: "The system of public education in this country generates greater benefits to society than the cost of running the system." This statement contains a judgment about the value of public education relative to its cost, so it is a normative statement.
05

Statement e: Positive or Normative?

Statement e is: "All disagreements among economists are generated by the media." This statement claims a causal relationship between media and disagreements among economists. It does not make a judgment about whether this is good or bad, so it is a positive statement. However, it may be debatable whether this statement is based on verifiable facts or is more of an opinion.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

economics
Economics is a social science that studies how individuals, firms, and governments allocate resources. Its main focus is on production, distribution, and consumption of goods and services. By understanding economic principles, we can make informed decisions about finance, investments, and policy-making.
Economists often divide their analyses into two categories: positive and normative statements. Positive economics describes how the economy functions and predicts future trends, based on observable facts or data. For instance, analyzing how tax increases affect labor supply falls under positive economics.
On the other hand, normative economics is concerned with what the economy should be like, prescribing policies or actions based on value judgments. Decisions like whether to lower taxes involve normative statements, as they include opinions on the desirability of outcomes.
Recognizing the difference between these statements helps in separating factual analysis from value judgments in policy discussions.
public education benefits
Public education offers numerous benefits that extend beyond individual gain to the community and economy as a whole. It's an investment that impacts various sectors.
  • Economic Growth: An educated workforce drives innovation, increases productivity, and can result in a higher GDP.
  • Equality: Public education can level the playing field by providing all children, regardless of background, access to quality education.
  • Social Benefits: Educated individuals are more likely to participate in civic activities, understand social issues, and contribute to societal improvement.
Evaluating the benefits of public education involves normative analysis, as it includes judgments about social priorities and the value of human capital development. Such discussions weigh the costs of educational systems against long-term societal advantages, supporting or disputing statements like the one regarding public education's societal benefits exceeding its costs.
tax incentives
Tax incentives are reductions in tax rates or additional tax benefits that governments offer to encourage certain behaviors, like investment or employment.
These incentives aim to support economic growth by lowering the cost of certain activities for individuals and businesses. Key types include:
  • Tax Deductions: Reduce taxable income for specific expenses, such as mortgage interest or charitable contributions.
  • Tax Credits: Direct reductions in tax owed, useful for investing in renewable energy or education.
  • Exemptions: Certain amounts or types of income not subject to taxation, often used in retirement savings.
Evaluating whether tax incentives lead to the intended economic activities falls under the realm of positive economics. However, deciding to implement any incentive is a normative issue because it implies a value judgment about what should be encouraged.
disagreements among economists
Disagreements among economists arise due to differences in data interpretation, methodological approaches, and underlying assumptions about how the economy functions.
These disagreements often persist because:
  • Complexity of Economic Systems: Economic phenomena can have multiple causes and effects, leading to varied interpretations.
  • Ideological Differences: Economists might have different values or beliefs about how an economy should operate.
  • Data Limitations: Availability and quality of data can also influence economic perspectives and conclusions.
Some people claim that media amplifies these disagreements, focusing on controversy to attract attention. Although there might be a media influence, the core reasons for disagreements are more deeply rooted in the diverse nature of economic theory and practice. Understanding the multi-faceted reasons for disagreements can help distinguish between sensational and substantive economic debates.

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Most popular questions from this chapter

According to data from the U.S. Department of \(\begin{array}{lll}\text { Agriculture's } & \text { National } & \text { Agricultural } & \text { Statistics }\end{array}\) Service, 124 million acres of land in the United States were used for wheat or corn farming in a recent year. Of those 124 million acres, farmers used 50 million acres to grow 2.158 billion bushels of wheat and 74 million acres to grow 11.807 billion bushels of corn. Suppose that U.S. wheat and corn farming is efficient in production. At that production point, the opportunity cost of producing 1 additional bushel of wheat is 1.7 fewer bushels of corn. However, because farmers have increasing opportunity costs, additional bushels of wheat have an opportunity cost greater than 1.7 bushels of corn. For each of the following production points, decide whether that production point is (i) feasible and efficient in production, (ii) feasible but not efficient in production, (iii) not feasible, or (iv) unclear as to whether or not it is feasible. a. Farmers use 40 million acres of land to produce 1.8 billion bushels of wheat, and they use 60 million acres of land to produce 9 billion bushels of corn. The remaining 24 million acres are left unused. b. From their original production point, farmers transfer 40 million acres of land from corn to wheat production. They now produce 3.158 billion bushels of wheat and 10.107 bushels of corn. c. Farmers reduce their production of wheat to 2 billion bushels and increase their production of corn to 12.044 billion bushels. Along the production possibility frontier, the opportunity cost of going from 11.807 billion bushels of corn to 12.044 billion bushels of corn is 0.666 bushel of wheat per bushel of corn.

You are in charge of allocating residents to your dormitory's baseball and basketball teams. You are down to the last four people, two of whom must be allocated to baseball and two to basketball. The accompanying table gives each person's batting average and freethrow average. $$ \begin{array}{l|c|c} \text { Name } & \text { Batting average } & \text { Free-throw average } \\ \text { Kelley } & 70 \% & 60 \% \\ \text { Jackie } & 50 \% & 50 \% \\ \text { Curt } & 10 \% & 30 \% \\ \text { Gerry } & 80 \% & 70 \% \end{array} $$ a. Explain how you would use the concept of comparative advantage to allocate the players. Begin by establishing each player's opportunity cost of free throws in terms of batting average. b. Why is it likely that the other basketball players will be unhappy about this arrangement but the other baseball players will be satisfied? Nonetheless, why would an economist say that this is an efficient way to allocate players for your dormitory's sports teams?

A representative of the American clothing industry recently made the following statement: "Workers in Asia often work in sweatshop conditions earning only pennies an hour. American workers are more productive and as a result earn higher wages. In order to preserve the dignity of the American workplace, the government should enact legislation banning imports of low-wage Asian clothing." a. Which parts of this quote are positive statements? Which parts are normative statements? b. Is the policy that is being advocated consistent with the preceding statements about the wages and productivities of American and Asian workers? c. Would such a policy make some Americans better off without making any other Americans worse off? That is, would this policy be efficient from the viewpoint of all Americans? d. Would low-wage Asian workers benefit from or be hurt by such a policy?

An economist might say that colleges and universities "produce" education, using faculty members and students as inputs. According to this line of reasoning, education is then "consumed" by households. Construct a circular- flow diagram to represent the sector of the economy devoted to college education: colleges and universities represent firms, and households both consume education and provide faculty and students to universities. What are the relevant markets in this diagram? What is being bought and sold in each direction? What would happen in the diagram if the government decided to subsidize \(50 \%\) of all college students' tuition?

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