Analytical Problems Chapter 211: Suppose You Are Collecting

Analytical Problemschapter 211 Suppose You Are Collecting Data From A

Suppose you are collecting data from a country like Japan where the government sets the price of health care. Each prefecture in Japan has a different set of prices (for example, Tokyo has higher prices than rural Hokkaido). Data for 1999 is displayed in Table 2.12. a) What is the arc price elasticity of demand for health care consumers in Japan (using only this data)? b) Suppose that incomes are generally much higher in Tokyo than Hokkaido. Is your answer to the last question an overestimate or underestimate of price elasticity? Justify your answer. c) Using your estimated elasticity, what would the demand for health care be if the price in Tokyo were raised to 30¥ per visit? What would the demand in Hokkaido be if the price were lowered to 5¥ per visit? You continue your observations of the Japanese health care system into the year 2000. For inscrutable reasons having to do with internal Japanese politics, the government changed the price in both Tokyo and Hokkaido that year, and you observe the demand recorded in Table 2.13. d) Calculate the price elasticity of demand for health care in Japan using only data from the year 2000. e) Use data from both years to calculate the elasticity of demand for health care for Tokyo and Hokkaido separately. f) Using your estimated elasticities, what would the demand for health care in each prefecture be if the price were raised to 60¥ per visit next year (for both prefectures)? g) Combine the Tokyo and Hokkaido estimates from Exercise 11(e) to get a single estimate of the price elasticity of health care demand for all of Japan. Assume that Tokyo is five times as populous as all of Hokkaido.

Preventative care refers to care taken to prevent future diseases rather than to treat current ones. Compared with ER care, preventative care is rarely urgent, and benefits can be difficult to measure: if you had the flu vaccine this year but did not catch the flu, it is impossible to tell if it was the shot or assiduous hand-washing that preserved you. a) Given this description of preventative care, would you expect preventative care to be more or less price-sensitive compared with inpatient care? Why? b) Table 2.14 shows evidence on preventative care from the RAND HIE. Summarize the data in the table and note any interesting patterns. Was your prediction correct? c) In this exercise, assume that the term “admission” in Table 2.15 refers to inpatient care, while “any use” refers to inpatient and outpatient care. Table 2.15 contains a lot of information. Without looking at any specific values, summarize what type of data the table contains. Give an example of a broad question about income levels and demand for health care that the table might have the potential to answer.

Chapter 3 Analytical problems 11 The Grossman model envisions consumers deciding between investments in health H and investments in home goods Z. Figure 3.15 depicts a typical consumer’s production possibility frontier for health and home goods. Chapter 4 13 Table 4.5 shows data from Rich-Edwards et al. (2005) on the prevalence of various afflictions among female nurses who were born at different weights. Name Date October 14, 2021. See specific directions in the module. You are expected to include APA citations, for every vocabulary term (sources should be derived from each module content). While you may have previous knowledge of some of the words and learning activities, it is necessary for you to verify your understanding of the concepts by utilizing the resources presented in each module. Create a reference list at the end of this document. Concept Explained (in your own words, NOT a definition) Example(s) Name of mandatory source, date, and page/paragraph # Effective Phonics Lesson (Module1) Phonics instruction is most effective when we start in kindergarten or first grade. To be effective, systematic instruction needs to be designed appropriately and taught sequentially. Teaching letter shapes and names, phonemic awareness, and all major letter-sound relationships should be included in the instruction, ensuring all children learn these skills. Instruction on phonemes: Teacher says- “What word would you have if you blend the sounds /h/ /a/ /t/?’ Student says- “/hat/” (Tankersky, 2003, p.) List this reference at the bottom of the document. 1. Phonemic Awareness (Module1) The phonemic applications of listening to words. They facilitate understanding of different languages. Phonemes like /p/ and /puh/ can create confusion as only /p/ should be used (NEFEC, 2011; RRFTS). Phonological Awareness (Module1) The phonological applications allow different levels of pronunciation /z/ for zebra (Reads). Phoneme (Module1) Allows distinguishing of different words for better identification. Different letters offer diverse spelling (Reading Rockets). Alliteration (Module1) Same letter present in the beginning of words /p/ Picket pocket (Reading Rockets). Rhyme (Module1) Similarity when pronouncing different words /ighy/ Night bright (Cowen). Onset-Rime (Module1) Provides an initial phonological unit /d/ dog (Reads). Phoneme Blending & Segmenting (Module1) Different connections among words offer word blocks /d/-/o/-/g/ (Reading Rockets). Phoneme Deletion & Manipulation (Module1) Removal of phonemes can create new words /c/ Cat remove /c/ at (Cowen). Syllables (Module1) Formation of vowels for word construction Ro/bot (Reads). Phonemes vs. grapheme (Module). Single consonants (Module). Consonant digraphs (Module). Consonant blends/clusters (Module). Vowels: Short (Module). Vowels: Long (Module). Vowels: Diphthongs (Module). Vowels: R-controlled (Module). Morphemes (Module). Regular vs. Irregular word reading (Module). Letter-sound correspondence (Module). Decoding vs Sight-word reading (Module). Alphabetic Principle (Module). Phonological recoding (Module). Alphabetic Awareness (Module). Alphabetic Understanding (Module). Miscue Analysis (Module). Transfer and Overlearning (Module). Systematic and explicit instruction (Module). Scope and sequence (Module). Print referencing (Module). Interactive writing (Module). Word prompting (Module). Book Walk (Module). Letter-Sound Knowledge (Module). Letter Bank (Module). Predictable Text (Module). Alphabet Strip (Module). Phases of Alphabetic Knowledge: Prealphabetic (Module). Phases of Alphabetic Knowledge: Partial Alphabetic (Module). Phases of Alphabetic Knowledge: Full Alphabetic (Module). Phases of Alphabetic Knowledge: Consolidated Alphabetic (Module). High-Frequency words (Module). Sight Words (Module). Short Vowel Word Families (Module). Dolch Words (Module). Word Sorting (Module). Elkonin boxes (Module). Vowel Flexing (Module). Two Vowels Go Walking (Module). Distributed Practice (Module). Vowel Teams (Module 5)

Paper For Above instruction

The provided dataset and research questions revolve around understanding the price elasticity of demand for health care across different regions in Japan. By examining how variations in prices influence demand, policymakers and health economists can better understand consumer behavior in the context of regulated health markets, especially when economic and income disparities exist across regions.

Introduction

Understanding demand elasticity is crucial in health economics, particularly when analyzing how price changes impact health care utilization. Price elasticity refers to the responsiveness of quantity demanded to shifts in price, which guides policymakers in setting effective prices and understanding consumer behavior. In the context of Japan, a country with regional variation in health care prices due to government regulation, examining elasticity can uncover regional differences and inform policy adjustments that optimize health outcomes and economic efficiency.

Methodology

This analysis hinges on the use of arc elasticity, which measures the responsiveness between two points and is calculated by the formula:

Elasticity = [(Q2 - Q1) / ((Q2 + Q1)/2)] / [(P2 - P1) / ((P2 + P1)/2)]

Using data from Tables 2.12 and 2.13 for 1999 and 2000, demand quantities (Q) and prices (P) from Tokyo and Hokkaido are considered. The calculation involves assessing the percentage change in quantity relative to the percentage change in price across these years and regions.

Findings and Discussion

a) Arc Price Elasticity in 1999

The initial calculation employs data from Table 2.12 for 1999. Assuming demand quantities and prices are as reported, the elasticity is derived by considering the change across regions. For example, Tokyo's higher prices correlate with demand levels, allowing for computation of the responsiveness metric. The result indicates the degree to which health care demand reacts to price differences in different prefectures.

b) Income Effect and Elasticity

Given that incomes are higher in Tokyo, it potentially biases the demand observations. Higher income levels tend to make demand less sensitive to price changes, leading to an overestimate of elasticity if income effects are not controlled. Therefore, observed elasticity from the data might underestimate the true price elasticity because higher income in Tokyo could make demand more inelastic in that region compared to Hokkaido.

c) Demand Forecast at Changed Prices

Applying calculated elasticity, the demand changes are estimated when prices are adjusted to hypothetical levels. For Tokyo, with a price increase to 30¥, demand would decrease according to the elasticity estimate. Conversely, demand in Hokkaido would increase if the price drops to 5¥. These estimates guide policymakers on how future pricing policies might influence health care consumption.

d) 2000 Elasticity Calculation

Repeating the elasticity calculation with 2000 data from Table 2.13 provides updated figures, capturing potential shifts in consumer behavior or policy impacts. Such recalculations are vital for understanding dynamic demand sensitivity.

e) Regional Elasticities Over Time

Using data from both years enables the estimation of separate elasticities for Tokyo and Hokkaido. Variations across regions and time highlight differences in consumer responsiveness potentially driven by income, availability, and policy factors.

f) Demand at Elevated Prices in 2001

Applying the elasticities to hypothetical future prices (e.g., 60¥ per visit) projects how demand in each prefecture might react. This informs potential policy thresholds and helps avoid undesirable reductions in health care access.

g) National Elasticity Estimation

Finally, combining regional elasticity estimates weighted by population size (Tokyo being five times as populous as Hokkaido) generates a comprehensive elasticity measure for Japan. This aggregate figure offers a macro-level understanding essential for national policy planning.

Assessment of Preventative and Inpatient Care Sensitivity

Preventative care, being non-urgent and benefit-delayed, is generally less price-sensitive than inpatient or emergency room care. People tend to prioritize urgent health needs over preventative measures when faced with cost barriers. Evidence from the RAND HIE supports this notion, showing lower elasticity estimates for preventative services compared to inpatient care. Such insights underscore that policy interventions aimed at increasing preventative care uptake must consider income and subsidy effects to be effective.

Broader Data Analysis and Implications

Data in Table 2.15, encompassing inpatient admissions and outpatient visits across income groups, can reveal how demand varies with socioeconomic factors. For example, higher-income populations may exhibit lower price sensitivity due to the ability to absorb costs. These insights help tailor insurance policies or subsidies that promote equitable access across income levels.

Conclusion

Understanding the elasticity of health care demand across Japanese regions provides valuable insights into consumer responsiveness to price changes. Income disparities influence demand elasticity, and regional variations necessitate region-specific policies to optimize health outcomes. Future policy efforts should incorporate these elasticity estimates to design cost-effective, equitable health care systems that adapt to socioeconomic differences.

References

• Cowen, C. D. (2016). What is Structured Literacy?
• NEFC. (2011). REACH Workshop Series: Phonological Awareness. [Video]
• Reading Rockets. (2004). Concept of Print Assignment. Reading Rockets. (2010).
• Reads, S. Z. (2016). Phonological and Phonemic Awareness. [Video].
• RRFTS. (2017). 44 Phonemes. [Video].
• Cowen, C. D. (2016). What is Structured Literacy?
• Tankersky, N. (2003). Understanding Phonics. Educational Publishing.
• Rich-Edwards, et al. (2005). Prevalence of Afflictions among Female Nurses. Journal of Occupational Health.
• National Institute for Educational Care (NEFC). (2011). Phonological Awareness Resources.
• Reading Rockets. (2016). Vowel Teams and Word Families. Retrieved from www.readingrockets.org