Sistema Universitario Ana G. Méndez School for ... · Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El facilitador ajustará la nota de

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo

HESM 310

ECONOMIA EN LA INDUSTRIA DE LA SALUD

HEALTHCARE ECONOMICS

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved.

HESM 310 Health Care Economics 2

Prep. 01-29-05. Prof. Pablo Andrade MAE.Rev. 07-10-09 Prof. Pablo Andrade, MAE

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Guía de Estudio ............................................................................................................................... 3

Study Guide .................................................................................................................................. 14

Workshop One .............................................................................................................................. 25

Taller Dos...................................................................................................................................... 30

Workshop Three............................................................................................................................ 35

Taller Cuatro ................................................................................................................................. 41

Workshop Five/Taller Cinco ......................................................................................................... 47

Anejo A/Appendix A .................................................................................................................... 52

Anejo B/Appendix B..................................................................................................................... 54

Anejo C/Appendix C..................................................................................................................... 56

Anejo D/Appendix D .................................................................................................................... 58

Anejo E/Appendix E ..................................................................................................................... 60

Anejo F/Appendix F ..................................................................................................................... 62

Anejo G/Appendix G .................................................................................................................... 63

Anejo H/Appendix H .................................................................................................................... 64

Anejo I/Appendix I ....................................................................................................................... 66

Anejo J/Appendix J ....................................................................................................................... 68

Anejo K/Appendix K .................................................................................................................... 70

Anejo L/Appendix L ..................................................................................................................... 71

Anejo M/Appendix M ................................................................................................................... 72



Guía de Estudio

Título del Curso Economía en la Industria de la Salud

Codificación HESM 310

Duración Cinco Semanas o según aplique

Pre-requisito ECON 123, MATH 112, HESM 110

Descripción

Este es un curso de enfoque general sobre economía aplicado a la industria de la salud. El

estudiante aprenderá principios y teorías básicas sobre el análisis micro económico en el sector

de la salud. Se utilizarán las teorías y ejercicios prácticos en la resolución de problemas que

enfrentan los diferentes agentes económicos. Se revisarán problemas de escasez, oferta y

demanda, costos de producción y estudios de mercado aplicados al sector de la salud.

Objetivos Generales

Al finalizar el curso el/la estudiante estará capacitado para:

1. Adquirir una visión analítica dentro del estudio de los servicios de salud

2. Conocer e interpretar elementos de análisis micro económico tal como escasez, análisis

marginal, oferta, demanda y costos de producción en la industria de la salud.

3. Aplicar los diferentes enfoques teóricos en casos prácticos y entender las polémicas

concernientes a los diferentes aspectos económicos que afecta el sector de la salud.

Texto y Recursos

Folland, & Sherman (2007). The Economics of Health and Health Care. (5th ed.).

Pearson.



Libro Electrónico

Gimeno, J. A., Repullo, J. R. & Rubio, S. (2007). Economía de la salud: instrumentos [e-book].

Ediciones Díaz de Santos. ISBN: 8479787333. http://www.netlibrary.com

Referencias y material suplementario

Getzen, Thomas E. (2007). Health Care Economics. John Wiley & Sons, Inc.

Feldstein, Paul J.(2005). Health Care Economics, Cengage Learning.

Evaluación:

Asignaciones 10%

Portafolio 10%

Participación en clase 15%

Proyecto de investigación - presentación oral 20%

Proyecto de investigación - presentación escrita 20%

Exámenes 20%

Asistencia 5%

Total 100%

Curva de evaluación:

100-90% A 89-80% B 79-70% C 69-60% D 59-00% F

Descripción de la evaluación:

1. Actividades en clase.

Los estudiantes tendrán la oportunidad de aplicar la teoría aprendida en clase en casos reales.

Las actividades serán interactivas y colaborativas. Los estudiantes completaran las

actividades y serán presentadas como parte del portafolio al final de las 5 semanas.



2. Participación en clase.

Consiste en una interacción continua entre los estudiantes y el facilitador. Los estudiantes

podrán traer casos reales y experiencias laborales relacionados con el tema a tratarse en el

salón de clase. Por lo general estas participaciones serán colaborativas e interactivas como

una forma de romper el formato tradicional de enseñanza universitaria.

3. Tareas:

Cada semana los estudiantes tendrán que entregar una tarea relacionada con el

tópico a tratarse en clase. Estas tareas permitirán que el estudiante realice una

investigación por adelantado del tema a tratarse en clase. El estudiante estará

mejor preparado y con mejor conocimiento del tema y así facilitar el aprendizaje.

4. Exámenes

Un total de 4 exámenes serán realizados en el salón de clase. Estos exámenes serán de

opción múltiple y permitirá la evaluación de los conocimientos adquirido por los

estudiantes en el taller. Los exámenes tendrán preguntas tratadas durante el taller.

5. Portafolio:

Los estudiantes mantendrán un portafolio con todas las actividades, tareas y

experimentos realizados en clase a lo largo de las 5 semanas. El portafolio será

entregado al facilitador en la última semana de clase.

6. Asistencia

Debido a la corta duración del curos la asistencia a cada una de los talleres es

sumamente importante. Estudiantes que constantemente están ausentes de

clase serán dados de baja. En casos de ausencia el estudiante deberá

comunicar al facilitador inmediatamente. Todas las actividades, tareas, exámenes



serán sujetas a evaluación durante la ausencia del estudiante.

7. Proyecto final

• Los estudiantes formarán un grupo de trabajo para la elaboración y presentación del

proyecto final.

• Cada miembro del equipo deberá contribuir en la investigación y presentación final.

• El equipo de trabajo podrá utilizar ayudas audiovisuales como Power Point para la

presentación final.

• Las ideas y los elementos de investigación estarán basados en le teoría y ejemplos

utilizados y aprendidos en el salón de clase.

• Las presentaciones finales y el proyecto escrito serán entregadas y presentadas en el

salón de clase al final de la quinta semana.

8. Laboratorio de Lenguaje: Este curso requiere un mínimo de 20 horas de práctica en el

laboratorio de lenguaje o el e-lab.

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del

Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado

en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en

cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien



puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador

deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una

excepción a las reglas pues es importante que los estudiantes utilicen el idioma

designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el

idioma propio todo en inglés o todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen

antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller

deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la

ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser

necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el

trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El

facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos

por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee una



excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o actividad a ser repuesta.

6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero

recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se

debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y

citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.

Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.

El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para

verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del

estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,

deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,

refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica que

TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en

caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben

observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y

trabajos.



8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar

copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,

deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de

clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,

no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la

búsqueda de la información deseada. Entre ellas están:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/ (alquiler)



• http://www.bookswim.com/ (alquiler)

• http://www.allbookstores.com/ (compra)

• http://www.alibris.com/ (compra)

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser

necesario.

Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración de

cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de

Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de

Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la

certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health

Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act

(RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la Oficina

de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo



Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento – UNE

Tel. (787) 257-7373 Ext. 3936



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es

una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de

nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que

vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como

facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo

entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza

a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar

con situaciones en las cuales los estudiantes estén buscando activamente construir un

significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para

percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.



4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo

memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la

educación es intrínsicamente interdisciplinaria, la única forma válida para asegurar el

aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo

provea a los estudiantes con la información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples

perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



Study Guide

Course Title Health Care Economics.

Code HESM 310

Time Length Five Weeks or as applicable

Pre-requisite ECON 123, MATH 112, HESM 110

Description

This is a course with a general approach in economics applied to the healthcare industry.

The student will learn basics principles and theories of microeconomic analysis with practical

applications and case resolution applied to the healthcare industry. Some microeconomics

aspects to be covered are: scarcity and marginal analysis, supply and demand, production costs

and market analysis.

General Objectives

Upon completion of this course, the student will be able to

1. Develop an analytic vision of the healthcare business.

2. Summarize and explain the most relevant concepts of microeconomics analysis such as

supply, demand, production costs, and market analysis related to the healthcare business.

3. Apply economics concepts and theories to practical cases and real life problems relating to

the healthcare industry.

Texts and Resources

Folland, & Sherman (2007). The Economics of Health and Health Care (5th ed.).

Pearson.



Libro Electrónico

Gimeno, J. A., Repullo, J. R. & Rubio, S. (2007). Economía de la salud: instrumentos [e-book].

Ediciones Díaz de Santos. ISBN: 8479787333. http://www.netlibrary.com

References and Supplementary Material

Getzen, Thomas E. (207). Health Care Economics. John Wiley & Sons, Inc.

Feldstein, Paul J.(2005). Health Care Economics, Cengage Learning.

Evaluation

Assignments 10%

Portfolio 10%

Classroom participation 15%

Final research - oral presentation 20%

Final research – written presentation 20%

Quizzes 20%

Attendance 5%

Total 100%

Grades

100-90% A 89-80% B 79-70% C 69-60% D 59-00% F

Description of the evaluation:

1. Class activities

Students will have the opportunity to apply the theory learned in class to real cases

experiments. These activities will be interactive and collaborative. Students will complete

each activity and will keep a portfolio for review at the end of the five weeks.



2. Classroom participation

Consists of continue interaction between the facilitator and students in the classroom.

Students are welcome to bring personal/labor experiences related with the topic. Students

will participate in short discussion papers and/or business examples. For the most part these

participation will be collaborative and interactive; hence an excellent way to break from the

traditional lecture format.

3. Assignments:

A total of 5 assignments will be given to be resolved at home. Each assignment will

contain concepts and theory that will be discussed in class. These assignments will

allow student to be better prepare with the topic discussed in class.

4. Quizzes

A total of 4 multiple-choice quizzes will be administered during class time. Quizzes will be

given daily after each workshop is covered. The quizzes will contain multiple choice type

questions.

5. Portfolio: Students will maintain a portfolio of all activities, problems, and

classroom experiments. The portfolio will be turn in to the instructor last week of

class.

6. Attendance: Because class duration is an important part of this course, regular

attendance is expected of every student. Students who are routinely absent from

class are in violation of the class contract and are expected to drop the course. In

case of absence, the student will communicate the facilitator, in order to be

preparing for the following meeting. All the activities sustained in his absence will

be subject to an evaluation.



7. Group research.

• Students will form in a group for the final research paper and presentation.

• Each member of the group has to contribute with research and presentation.

• Use of audiovisual and media equipment is required. Suggested: simulations, dramas,

debates, academic contests, video recording, and interviews, among other activities.

• The ideas and arguments has to be related with the theory and examples applied in the

classroom.

• Investigations and Surveys developed must be submitted to the iRB Committee for

approval.

• Final research oral presentations will begin at the end of workshop five.

• Final research paper will be submitted on workshop five.

8. Language Lab – This course requires a minimum of 20 hours of practice in the language

lab or the E-lab.



Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a Dual

Language Professional. Workshops will be facilitated in English and Spanish, strictly using

the 50/50 model. This means that each workshop will be conducted entirely in the language

specified. The language used in the workshops will alternate to insure that 50% of the course

will be conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop, dividing that

workshop’s time and activities between the two languages. If students have difficulty with

asking a question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This should only be

an exception as it is important for students to use the assigned language. The 50/50 model

does not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires an

average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must

present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is

justified and decide how the student will make up the missing work, if applicable. The

facilitator will decide on the following: allow the student to make up the work, or allow the

student to make up the work and assign extra work to compensate for the missing class time.



Assignments required prior to the workshop must be completed and turned in on the assigned

date. The facilitator may decide to adjust the grade given for late assignments and make-up

work.

4. If a student is absent to more than one workshop the facilitator will have the following

options:

a. If a student misses two workshops, the facilitator may lower one grade based on

the students existing grade.

b. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class activities are

extremely important as it is not possible to assure that they can be made up. If the student

provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation

activity if he/she understands that an equivalent activity is possible. This activity must

include the same content and language components as the oral presentation or special activity

that was missed.

6. In cooperative activities the group will be assessed for their final work. However, each

member will have to collaborate to assure the success of the group and the assessment will be

done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted or

paraphrased material must be properly cited, with credit given to its author or publisher. It

should be noted that plagiarized writings are easily detectable and students should not risk

losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard



plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of

written assignments. It is the student’s responsibility to read the university’s plagiarism

policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong

to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This means

that ALL papers submitted by the student must be original work and that all references used

will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,

in case of detecting an incidence, the student will obtain a zero in the assignment or activity

and could be referred to the Discipline Committee.

8. If the Facilitator makes changes to the study guide, such changes should be discussed with

and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email address,

phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must

be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to the

classrooms.

12. All students are subject to the policies regarding behavior in the university community

established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do not stop your

investigation. There are many search engines and other links you can use to search for

information. These are some examples:

• www.google.com



• www.ask.com






• www.google.com

• www.ask.com






• http://www.apastyle.org/

To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/ (rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/ (buy)

The facilitator may make changes or add additional web resources if deemed necessary.

Note: If the facilitator or the student is required or wants to perform a research or needs to

administer a questionnaire or an interview, he/she will need to refer to the norms and procedures

of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms



from the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional Review

Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for

Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense of

our experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences. As teachers, our focus is on making connections between facts

and fostering new understanding in students. We will also attempt to tailor our teaching

strategies to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues around which

students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be understood in the

context of wholes. Therefore, the learning process focuses on primary concepts, not isolated

facts.

3. In order to teach well, we must understand the mental models that students use to perceive

the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and regurgitate someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make the

assessment part of the learning process, ensuring it provides students with information on the

quality of their learning.



5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives of the

world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific objectives.

At the end of the workshop the students will:

1. Define the economics of healthcare industry and its opportunity cost.

2. Become familiar with marginal analysis and decision-making.

3. Have an understanding of healthcare analytical methods and economic data.

4. Become familiar with economic resources and compensation.

5. Elaborate graphs and charts with healthcare data.

6. Participate as a team member to solve problems and ensure the success of any project

Language Objectives.

Students will:

1. Prepare status reports with proper spelling, using program reports to consolidate issues and

technical concepts in both languages.

2. Develop a bilingual formulary to assess problems and be able to transmit solutions in both

languages.

3. Translate reports, graphs, and processes to apply them into real-world applications.

4. Be able to communicate in both languages in team groups for the success of a project.

Electronic Links.

In the following websites the students would find theory of consumer behavior, scarcity,

opportunity cost, marginal analysis, and microeconomic concepts related with the healthcare

industry.

http://medicaleconomist.com/

http://www.healtheconomics.com/



http://www.healtheconomics.nl/W/Cost-effectiveness_analysis

http://www.helsinki.fi/WebEc/framei.html

http://www.fdareview.org/

http://www.investopedia.com/ask/answers/110.asp

http://ingrimayne.com/econ/Introduction/Overview1

http://www.netmba.com/econ/micro/cost/opportunity/

Assignment before Workshop One:

1. The student will search and read about healthcare economics, marginal analysis, cost-

effectiveness analysis, opportunity cost, and production possibilities curve. The students will

elaborate a written assignment identifying 3 main reasons why the healthcare cost has raised

in the last 10 years. The students will provide examples, conclusions, and references.

Students can make up an assignment, but it will be accumulative. Ex., if a student missed an

assignment, he/she has to bring the current assignment plus the one he missed. A 10%

penalty in each late assignment will be imposed.

Safeassign will be used to look for plagiarism. Prints directly from the web sites will not

be accepted.

Activities.

1. Group assignment: The facilitator will divide the class in groups of three or four students.

Each group will work on the following practical exercise related to the workshop topic.

Activity # 1

“You are selling your 2000 Chevy Cavalier”

At the last minute, the transmission dies. You can pay $600 to have it repaired or sell the car “as

is”



In each of the following scenarios, should you have the transmission repaired?

A. The blue book value is $4,500 if the transmission works; $3,700 if it doesn’t.

B. The blue book value is $3,500 if the transmission works; $3,000 if it doesn’t

Activity # 2

You can either spend spring break working at home for $80 per day or go to the Bahamas for a

week.

1) If you stay home, your expenses will total about $100

2) If you go to the Bahamas, the airfare, hotel, food, and miscellaneous expenses will total

about $1,000.

What is your opportunity cost of going to the Bahamas?

What is your opportunity cost of stay home?

Activity # 3

Sketch a graph to illustrate your idea of each of the following relationship. Identify the

independent variable and the dependent variable. Be sure to label both axes appropriately.

1. The relationship between lung cancer and quantity of cigarettes smoked.

2. The relationship between school attendance and crime rate.

3. The relationship between time spent playing video games and school performance.

4. The relationship between a person’s injury and vehicle speed.

5. The relationship between a person’s age and medical insurance premium.

Activity # 4

Sketch a graph to illustrate the production possibility curve of the following two variables: Other

clinics service and cancer services.



Other clinics Cancer services Opportunity cost 75,000 0 0 65,000 5,000 10,000 55,000 10,000 20,000 45,000 15,000 30,000 35,000 20,000 40,000 25,000 25,000 50,000 15,000 30,000 60,000 5,000 35,000 70,000 0 37,500 70,000

Figures represent number of patients

One cancer patient requires same inputs as two other clinics patients.

Activity #5

Start brainstorming possible topics for the investigation you have to present on Workshop V.

Assessment:

1. Class activities: Students will have the opportunity to apply the theory learned in class to real

cases experiments. These activities will be interactive and collaborative. Students will

complete each activity and will keep a portfolio for review at the end of the five weeks.

Students will receive one point for each complete activity. Students who don’t complete the

activity will receive an incomplete grade equal to zero. Students can make up an activity, but

it will be accumulative. Ex., if a student missed an activity, he/she has to bring the current

activity plus the one he missed. A 10% penalty in each late activity will be imposed.

2. Classroom participation consists of continue interaction between the facilitator and students

in the classroom. Students are welcome to bring personal/labor experiences related with the

topic. Students will participate in short discussion papers and/or business examples. For the

most part these participation will be collaborative and interactive; hence an excellent way to

break from the traditional lecture format. Class participation will be assessed based upon the

rubric in annex C.



3. Assignments: Each assignment will be evaluated based upon de following criteria: theory (3

points); analysis/conclusions (5 points) references (2 points) (see rubric in annex D).

4. Quiz # 1: Students will be ready to take quiz #1. The quizzes will contain question relevant to

the workshop topic discussed during class. The quiz content 10 multiple choice type

questions. Each correct answer has a value of 1 point for a total of 10 points. Each quiz

should be completed within 20 minutes.



Taller Dos

Objetivos específicos.

Al finalizar el taller los estudiantes:

1. Definirán la teoría de la oferta y demanda aplicada al sector de la salud.

2. Reconocerán los factores que influyen la oferta y la demanda.

3. Realizarán representaciones graficas de curvas de oferta y demanda.

4. Reconocerán el cambio de las curvas de demanda y oferta y representaciones graficas del

precio y cantidad de equilibrio.

5. Se familiarizarán con los conceptos de precio “piso” y precio “techo”.

6. Participará en un equipo de trabajo para la elaboración y resolución de cualquier proyecto.

Objetivos de Lenguaje

Los estudiantes:

1. Prepararán reportes actualizados usando dicción apropiada aplicando conceptos técnicos en

ambos idiomas.

2. Realizarán evaluaciones a problemas relacionados con la materia y podrán proveer una

solución adecuada en ambos idiomas.

3. Realizarán reportes, graficas y procesos aplicados a casos reales en ambos idiomas.

Enlaces Electrónicos

Association of Health Services Research

http://www.ahsr.org

Health Economics Wharton

http://knowledge.wharton.upenn.edu/category.cfm?catid=6

Health Economics-Places to Go.



http://www.medecon.de/HEC.HTM

HealthEconomics.com

www.healtheconomics.com

Tarea a realizar antes del taller dos:

El estudiante buscará información sobre demanda, oferta, punto de equilibrio, determinantes

de oferta y demanda aplicada al sector de la salud. El estudiante traerá como tarea ejemplos

de demanda y oferta en el mercado de la salud (3 puntos), realizará un análisis/conclusiones

de lo investigado (5 puntos) y presentará una bibliografía de la fuente de información (2

puntos).

No se aceptarán impresos directos de los sitios de Internet.

Actividades

Trabajo cooperativo: El facilitador dividirá la clase en subgrupos según la cantidad de

estudiantes matriculados. Los grupos no deberán exceder de 4 estudiantes. Cada grupo

trabajará en un proyecto grupal. El grupo seleccionará a un(a) portavoz que presentará los

resultados.

Actividad # 1

Considere la siguiente información obtenida en la tabla dónde refleja la demanda de salud

de Pablo (visitas por año) si Pablo tiene un co-pago (la porción que Pablo debe pagar por

visita) de $30 dólares.

Precio Cantidad



5 9

10 9

15 9

20 8

25 7

30 6

35 5

40 4

Suponiendo que Pablo ha estado pagando $30 por visita. Cuántas visitas al año el ha

hecho? Dibuje la curva de demanda.

Que sucedería si el seguro de salud de Pablo cambia el co-pago a $40 dólares. Cuál sería

la nueva curva de demanda 40?

Actividad # 2

Usando el cuadro de oferta y demanda en el mercado de tabaco, muestre el efecto en el

precio y la cantidad de equilibrio (aumento o disminución).

a. El Departamento de salud clasifica al tabaco como una substancia adictiva.

b. El Congreso aprueba un aumento en los impuestos a la venta de tabaco.

c. Huracán Andrés inunda gran parte del Estado de Carolina del Norte y destruye el 80% de

las plantaciones de tabaco.

d. Evidencia médica señala que más de dos tazas de café al día (considerado para muchos

un substituto del tabaco) incrementa el riesgo de cáncer al estómago.

e. Nueva tecnología permite incrementar la productividad en plantaciones tabaqueras.

f. Los consumidores esperan que el precio del tabaco aumente en un futuro cercano (1

mes).



Actividad # 3

Usando la gráfica de oferta y demanda muestre y explique los efectos en el precio y

cantidad de equilibrio en el mercado de servicios médicos en los siguientes casos:

a. Un cambio tecnológico reduce el costo de rayos X.

b. Existe un incremento en de nuevos doctores en el mercado.

c. Una virtual eliminación del hábito de fumar de la población.

d. Un precio techo es fijado por el gobierno para el pago de servicios médicos.

e. El gobierno aprueba una nueva vacuna para curar el cáncer.

Actividad # 4

Los grupos continurán trabajando los temas seleccionados para la investigación a presentar en el

taller V.

Evaluación:

Actividades en clase.

El estudiante tendrá la oportunidad de aplicar la teoría aprendida en el salón de clase con

experimentos de casos reales. Estas actividades serán interactivas y colaborativas. El estudiante

completará las actividades en el salón de clase y mantendrá un portafolio que será entregado el

taller cinco. Los estudiantes recibirán un punto por cada actividad cumplida. Los estudiantes que

no entreguen las actividades recibirán una nota de incumplimiento equivalente a cero. Los

estudiantes que no asistieron podrán entregar las actividades en la próxima clase pero esta a su

vez será acumulativa. Es decir el/la estudiante tendrá que entregar la actividad presente más la

actividad que falto. Una penalidad de 10% de la nota será impuesta en cada actividad atrasada.



Participación en clase.

El estudiante participará activamente de discusiones cortas de artículos relacionados con el tema

de clase y ejemplos prácticos de negocios. Esta participación será una interacción entre el

facilitador y los estudiantes permitiendo de esta manera romper con el sistema tradicional de

enseñanza. La participación de clase será evaluada de acuerdo a la rúbrica en el añejo C.

Tareas.

Las tareas serán evaluadas bajo la siguiente modalidad: teoría y ejemplos (2.5 puntos),

análisis/conclusiones ( 5 puntos), bibliografía/referencias (2 puntos) (ver anejo D).

Examen # 2:

Los estudiantes estarán dispuestos a tomar el examen # 2 al final de la clase. El tipo de

examen es de opción múltiple. Cada respuesta correcta tiene un valor de 1 para un total de 10

puntos. El examen evaluará el conocimiento adquirido de los estudiantes sobre el tema

tratado en el taller # 2. Los estudiantes tendrán 20 minutos para resolver el examen.



Workshop Three

Specific objectives.


1. Define and calculate the demand elasticity, income, and supply elasticity.

2. Recognize the factors that change demand elasticity.

3. Be cognizant of relationship between total revenue and demand elasticity.

4. Represent elastic, inelastic, and unitary demand/supply graphically.

5. Become familiar with production costs and its components.

6. Identify production costs curves graphically.

7. Have knowledge of production costs calculation and marginal cost analysis.


Students will:

1. Design in both languages diagrams, flow charts, graphs to assist the

comprehension of cases presented.

2. Apply his/her knowledge to provide new solutions and incorporate new

information to help substantiate the solution in both languages.

3. Utilize organizational behavior/conflict management skills with

objective evidence to provide alternatives to solve the issues in

both languages.

4. Find and utilize current research, related data, case analyses, prior professional

experiences to be able to establish effective alternatives to address problems in

both languages.



Electronic Links

In the following websites the students would find theory of demand elasticity, income elasticity,

production cost, and marginal cost analysis related with the healthcare industry.

http://www.quickmba.com/econ/micro/elas/ped.shtml

http://www.digitaleconomist.com/elasticity.html

http://www.sba.oakland.edu/faculty/mukherji/lect4.htm

http://en.wikipedia.org/wiki/Production,_costs,_and_pricing

http://www.answers.com/topic/production-costs-and-pricing

Assignment before Workshop three:

The student will search information about price elasticity and production costs. The students will

bring examples of demand elasticity and production costs applied to the healthcare system (2.5

points); provide analysis/conclusions (5 points); and references (2.5 point). Students can make up

an assignment, but it will be accumulative. Ex., if a student missed an assignment, he/she has to

bring the current assignment plus the one he missed. A 10% penalty in each late assignment will

be imposed.

Prints directly from the web sites will not be accepted.

Activities:

Group assignment: The facilitator will divide the class in groups of three or four students. Each

group will work on the following practical exercise related to the workshop topic.

Activity # 1

Find the price elasticity of demand en each of the following scenarios:



a. The price of occupational therapy services goes from $30 per hour to $40 per hour. The

quantity demanded falls from 10 hours per week to 8 hours per week. Calculate total

revenue both before and after the price change. What can we tell about the price

elasticity of demand for babysitting?

b. When the price of a brand drug rises from 1.25 to 1.50 per tablet, quantity demanded falls

from 5,800 per week to 5,500. Calculate total revenue both before and after the price

change. What can we tell about the price elasticity of demand for the drug?

c. When the price of an electric wheelchair falls from $750 to $700, quantity demanded

rises from 600 per week to 750. Calculate total revenue both before and after the price

change. What can we tell about of demand for electric wheelchair?

Activity # 2

A local hospital considers a price hike in ambulance services. The current annual price is the

$500, and the hospital is considering increasing the price to $600.00 p/year in an effort to

increase revenues. Last year the hospital ambulance service transported 5,000 patients, they

expect to transport 3,500 patients with the price of $600.

a) Calculate the price elasticity of personalize “ambulance” service in the price range of

$500-$600

b) Calculate the total revenue for each price.

c) Should the hospital raise the price?



Activity # 3

The World Health Organization (WHO) is considering sending a team of experts in to deal with

an outbreak of malaria in a distant country. Sending a larger team will allow them to prevent

more fatalities, and they estimate the following effectiveness:

# of the team members # of deaths

0 (no action) 1200

5 500

10 200

15 100

20 60

25 40

30 30

35 25

40 22

45 20

50 20

It costs $5000 for each team member sent. Calculate the total cost, average cost, and

marginal cost of life saving through this effort and display it on a graph. If saving a life is



valued at $100,000, what is the optimal number of people for WHO to send to combat the

epidemic? If saving a life is valued at $10,000 what is the optimal number?

Activity # 4

Groups will continue working with the investigation topics that will be presented on Workshop

V.

Assessment

Class activities

Students will have the opportunity to apply the theory learned in class to real cases experiments.

These activities will be interactive and collaborative. Students will complete each activity and

will keep a portfolio for review at the end of the five weeks. Students will receive one point for

each complete activity. Students who don’t complete the activity will receive an incomplete

grade equal to zero. Students can make up an activity, but it will be accumulative. Ex., if a

student missed an activity, he/she has to bring the current activity plus the one he missed. A

10% penalty in each late activity will be imposed.

Class participation

Classroom participation consists of continue interaction between the facilitator and students in

the classroom. Students are welcome to bring personal/labor experiences related with the topic.

Students will participate in short discussion papers and/or business examples. For the most part

these participation will be collaborative and interactive; hence an excellent way to break from the

traditional lecture format. Class participation will be assessed based upon the rubric in annex C.



Assignment.

Each assignment will be evaluated based upon de following criteria: theory and examples (3

points); analysis/conclusion (5 points); references (2 points) (see rubric in annex D).

Quiz # 3:

Students will be ready to take quiz #3. The quizzes will contain question relevant to the

workshop topic. It will be a multiple choice type quizzes that contain 10 questions. Each correct

answer has a value of 1 point for a total of 10 points. Each quiz should be completed within 20

minutes.



Taller Cuatro

Objetivos específicos:

Al finalizar el taller los estudiantes podrán:

1. Definir las estructuras de mercado y sus características.

2. Diferenciar los diversos tipos de mercado: competencia perfecta, monopolio,

oligopolio y competencia monopolística.

3. Utilizar la teoría de análisis marginal para maximizar las ganancias de la empresa.

4. Utilizar representaciones graficas para determinar cantidad y precio de mercado en

donde se maximiza las ganancias de la empresa.

5. Aplicar la teoría de juego en escenarios de mercados oligopolicos.

Objetivos de Lenguaje.

Los estudiantes:

1. Explicarán en ambos idiomas los cálculos básicos, análisis de gráficas y procesos

aplicados a casos reales.

2. Desarrollarán evaluaciones a problemas relacionados con la materia y podrán

proveer una solución adecuada en ambos idiomas.

3. Trabajarán en equipo y aplicarán estrategias en grupo para resolver

problemas reales utilizando ambos idiomas.

4. Aplicarán los conocimientos adquiridos en clase e incorporar informacion

actualizada para proveer nuevas alternativas de solución a problemas

planteados en ambos idiomas.

Enlaces electrónicas

http://www.tutor2u.net/economics/content/topics/competition/competition.htm



http://economics.about.com/cs/microeconomics/a/monopoly.htm

http://catalogue.bized.ac.uk/roads/microecon.html

http://www.digitaleconomist.com/mkt_4010.html

http://www.gestiopolis.com/recursos/documentos/fulldocs/eco/monopolio.htm

http://www.southlink.com.ar/vap/estructuras_de_mercados.htm

Tarea a realizar antes del taller cuatro:

El estudiante buscará información sobre tipos de mercado y sus características. El estudiante

traerá como tarea ejemplos y definiciones de competencia perfecta, monopolio, competencia

monopolística, y oligopolio (3 puntos); realizará un análisis/conclusiones de lo investigado (5

puntos) y presentará una bibliografía de la fuente de información (2 puntos).

No se aceptarán impresos directos de los sitios de Internet . SafeAssign se utilizará para

buscar plagio.

Actividades

Trabajo cooperativo: El facilitador dividirá la clase en subgrupos según la cantidad de

estudiantes matriculados. Los grupos no deberán exceder de 4 estudiantes. Cada grupo trabajará

en un proyecto grupal. El grupo seleccionará a un(a) portavoz que presentará los resultados.

Actividad # 1

Conteste las siguientes preguntas utilizando las curvas de costos de producción para

un mercado competitivo perfecto.

Precio & Costo

(dólares)



200 300 500 600 700 800 900 Cantidad

a. Si el precio es $7.00 por unidad, grafique la curva de ingreso marginal.

b. El gerente del negocio deberá producir _______________ unidades para obtener el

máximo nivel de ganancias al precio de $7.00.

c. Cuál es el costo total de producción cuando el negocio produce 600 unidades?

d. Cuál es el nivel de ganancias de la empresa si el precio es de $7.00.

Actividad # 2

La siguiente tabla muestra los datos de demanda y costos de producción para un monopolista.

Cantidad Precio Ingreso total

(IT)

Ingreso

marginal

(IM)

Costo total

(CT)

Costo

marginal

(CM)

0 17 10

1 16 18

2 15 23

7 5 3 2

MC

AVC

ATC

7 6 5 4 3 2



3 14 25

4 13 27

5 12 28

6 11 32

7 10 40

8 9 50

9 8 64

10 7 80

b. Complete la tabla y llene las columnas de IT, IM y CM.

c. Qué nivel de producción el monopolista debería producir?

d. Qué precio el monopolista debería fijar?

e. Cuál es el nivel de ganancias del monopolista si produce al máximo nivel de

producción?

Actividad # 3

El hospital del Sur es el único hospital en Fresno, California. El hospital del Sur

tiene los siguientes ingresos y costos de producción:

Pacientes

p/día (Q)

Ingreso total

(en miles de

dólares)

Costo total

(en miles de

dólares)

Ingreso

marginal

Costo

marginal

Ganancias

0 0 2,000

1,000 1,500 2,100

2,000 2,500 2,200

3,000 3,000 2,360

4,000 3,250 2,520



5,000 3,450 2,700

6,000 3,625 2,890

7,000 3,725 3,090

8,000 3,625 3,310

9,000 3,475 3,550

a. Cuantos pacientes el hospital debería atender diariamente?

b. Cuál es el nivel de ganancias del hospital?

c. Qué precio El hospital del Sur debería fijar para poder lograr maximizar las ganancias?

d. Cuál es el costo fijo de ver “0” pacientes?

Actividad # 4

Los grupos continuarán trabajando los tópicos de la investigación a presentarse en el taller V.

Evaluación.

Actividades en clase.

El estudiante tendrá la oportunidad de aplicar la teoría aprendida en el salón de clase con

experimentos de casos reales. Estas actividades serán interactivas y colaborativas. El estudiante

completarán las actividades en el salón de clase y mantendrá un portafolio que será entregado en

el taller cinco. Los estudiantes recibirán un punto por cada actividad cumplida. Los estudiantes

que no entreguen las actividades recibirán una nota de incumplimiento equivalente a cero. Los

estudiantes que no asistieron podrán entregar las actividades en la próxima clase pero esta a su

vez será acumulativa. Es decir el/la estudiante tendrá que entregar la actividad presente mas la

actividad que falto. Una penalidad de 10% de la nota será impuesta en cada actividad atrasada.



Participación en clase.

El estudiante participará activamente de discusiones cortas de artículos relacionados con el tema

de clase y ejemplos prácticos de negocios. Esta participación será una interacción entre el

facilitador y los estudiantes permitiendo de esta manera romper con el sistema tradicional de

enseñanza. La participación de clase será evaluada de acuerdo a la rúbrica en el añejo C.

Tareas.

Las tareas serán evaluadas bajo la siguiente modalidad: definiciones (2.5 puntos); ejemplos (2.5

puntos), análisis/conclusiones ( 2 puntos), bibliografía/referencias (2.5 puntos)(ver anejo E).

Examen # 4:

Los estudiantes estarán dispuestos a tomar el examen # 4 al final de la clase. El tipo de

examen es de opción múltiple. Cada respuesta correcta tiene un valor de 1 para un

total de 10 puntos. El examen evaluara el conocimiento adquirido de los estudiantes

sobre el tema tratado en el taller # 4. Los estudiantes tendrán 20 minutos para resolver

el examen.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes,

deberán utilizar el idioma asignado para

cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student should

use the language assigned for each

homework and activity.

Specific objectives


1. Explain the consumer and producer surplus theory applied to healthcare economics.

2. Identify positive and negative externalities related with the healthcare industry.

3. Elaborate graphs and tables applying consumer behavior theory in the healthcare

business.

4. Apply he/her knowledge in healthcare economics acquired throughout the classes in a

final paper presentation.

5. Utilize team-work strategies, creativity, critical thinking and technical skills to

present a project


Students will:

1. Assess problem solving cases to provide an adequate solution in both

languages.

2. Perform an oral presentation where he/she will be fluent and consistent in both

languages.



3. Prepare a final paper project using correct grammar.

Electronic Links

http://ingrimayne.saintjoe.edu/econ/MaximizingBeha/PandCSurplusIllust.html

http://www.econlib.org/library/Enc/PublicGoodsandExternalities.html

http://ingrimayne.saintjoe.edu/econ/resouceProblems/FreeRes2.html

http://www.eia.doe.gov/cneaf/pubs_html/rea/feature1.html

Assignment before Workshop Five.

1. The student will search information about consumer and producer surplus and

externalities. The students will bring examples of externalities applied to the healthcare

system (2.5 points); provide analysis/conclusions (5 points); and references (2.5 point).

Students can make up an assignment, but it will be accumulative. Ex., if a student missed

an assignment, he/she has to bring the current assignment plus the one he missed. A 10%

penalty in each late assignment will be imposed. Prints directly from the web sites will

not be accepted. Safeassign will be used to look for plagiarism.

Activities

Group assignment: The facilitator will divide the class in groups of three or four students. Each

group will work on the following practical exercise related to the workshop topic (in English).

Activity # 1

Assuming that each additional ton. of CO2 produced by firms and released in the air has

an additional cost of $40 in urban areas and $20 in rural areas. If you work for the

department of energy and pollution prevention which of the following laws will be the

most efficient to reduce pollution? why?

Law 1: Each firm has to reduce CO2 emissions by half.



Law 2: Each firm has to pay a tax of $30 for each ton. of CO2 released in the air.

Law 3: Firms in urban areas has to pay a tax of $40 for each ton. of CO2 released in the

air and firms in the rural areas will pay $20.

Activity # 2

Automobile batteries produce led and releases polluted gases into the environment. The

government could limit the production of batteries or impose a tax equal to the marginal

cost of produce and additional battery. Which of the two options is the best? Is there any

other alternative? if so, share your thoughts with the class.

Activity # 3

The Wall Street Journal report that:

People with obesity problems spend $1,400 more per year in healthcare treatments than people

within the normal weight.

Medical treatments related with obesity reach $147 billons, twice as much than the past decade.

The majority of medical expenditure focuses on treatment for diabetes, heart problems, and other

medical treatments related with obesity.

Medical treatments related with obesity represents 9% of all medical treatments. During the

1990’s medical treatment related with obesity represented 6.5%.

What type of externalities you can identify? What is the effect in the society? What programs the

government could implement to minimize the problem? What is the degree of private and

individual participation in this externality?



Group research presentation

Each team will participate with an oral presentation. The team members will have 25 minutes for

the presentation. At the end of the presentation the students will answer questions from the class.

(See rubrics in appendix A and B). The students are free to choose the language of their

preference for oral and written presentation. However, they have to maintain the bilingual

format. Ex. if they choose to perform the oral presentation in English they must submit their

paper in Spanish and vice versa.

Portfolio

The students will submit their portfolio with all the activities and assignments performed

throughout the five weeks (in Spanish) (See rubrics in appendix E and J).

Assessment

Students will have the opportunity to apply the theory learned in class to real cases experiments.

These activities will be interactive and collaborative. Students will complete each activity and

will keep a portfolio for review at the end of the five weeks. Students will receive one point for

each complete activity. Students who don’t complete the activity will receive an incomplete

grade equal to zero. Students can make up an activity, but it will be accumulative. Ex., if a

student missed an activity, he/she has to bring the current activity plus the one he missed. A

10% penalty in each late activity will be imposed. Students will provide peer evaluation to oral

presentations of the investigation. Student’s feedback will be written and discussed in class.

Students will use the same rubric designed to assess oral presentations in Appendix A. Students’

assessment and recommendations will be considered for the final grade.



Anejos/Appendices



Anejo A/Appendix A

MATRIZ PARA EVALUAR PRESENTACIONES ORALES

CURSO:______________________ PT_________SECCIÓN_______________ NOMBRE:_________________________________FECHA_________________

No

Cumplió Deficiente Regular Bueno Muy Bueno Exelente

Contenido Puntos Puntaje total 0 2 4 6 8 10

Identifica el propósito, los objetivos e ideas principales que se incluyen en la presentación.

10

La presentación es interesante y amena. 10

El presentador demuestra dominio del tema. 10

Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

10

Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado.

10

La presentación demuestra creatividad. 10

Capta la atención e interés de la audiencia y/o promueve su participación.

10

Lenguaje

Se utiliza un lenguaje apropiado tono adecuado 10

Correcto uso gramatical y conjunción de verbos. 10

Uso adecuado de la terminación económica. 10

Puntaje Total 100

COMENTARIOS__________________________________________________________________________ ________________________________________________________________________________________



Appendix A

ORAL PRESENTATION RUBRIC

COURSE:______________________ PT_________SECTION_______________ NAME:_____________________________________DATE__________________

Fail Deficient Regular Good Very

Good Excellent

Content Points Total Score 0 2 4 6 8 10

Identify the main purpose, objective, and ideas in the presentation

10

The presentation is interesting and pleasant. 10

The expositor shows control and understanding of the topic. 10

The ideas and arguments during the oral presentation are based upon the theory and examples used in class

10

Correct use of presentation tools such as Microsoft applications, visual aids, dramatization, videos, boards, etc

10

The presentation shows creativity 10

Adequate timing and audience participation 10

Language

There is a correct use of the English language and correct use of the wording

10

Correct tone and pronunciation 10

Adequate use of economic terminology and vocabulary. 10

Total Points 100

COMMENTS______________________________________________________________________________

________________________________________________________________________________________



Anejo B/Appendix B

EVALUACIÓN ESCRITA DE LA INVESTIGACIÓN Nombre____________________________________________________________ Fecha___________________ Título______________________________________

No

Cumplió Deficiente Regular Bueno Muy Bueno Excelente

Contenido Puntos Puntaje

total 0 2 4 6 8 10

Es apropiado cumple con los objetivos de la investigación.

10

Es organizado sigue un secuencia lógica. 10

Incorpora la teoría aprendida en clase a la investigación.

10

Existe un análisis de la investigación. 10

Contiene conclusiones y recomendaciones. 10

Presenta una bibliografía y referencias. 10

Esta elaborado bajo el estilo APA. 10

LENGUAJE

Utiliza la gramática apropiadamente y correctamente.

10

Existe un correcto uso de verbos y sintaxis. 10

Utiliza adecuadamente la terminología económica (vocabulario; flujo de ideas, definiciones).

10

Puntaje Total 100

COMENTARIOS__________________________________________________________________________ ________________________________________________________________________________________



Appendix B

WRITTEN RESEARCH RUBRIC Name___________________________________________________________ Date___________________Theme____________________________________

Fail Deficient Regular Good Very Good Excellent

Content Points Total Score 0 2 4 6 8 10

Is appropriate-fulfill the research objectives. 10

Organization- Follow a logic sequence. 10

Theory- Apply the theory learned in class.

10

Critic thinking- Use of analysis and conclusion based upon the findings throughout the research.

10

There are conclusions and recommendations.

There are bibliography and references. 10

Correct use of APA style. 10

Language

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

Adequate use of economic terminology (vocabulary, flow of ideas, definitions).

10

Total Points 100

COMMENTS_______________________________________________________________________ _________________________________________________________________________________



Anejo C/Appendix C

MATRIZ PARA EVALUAR PARTICIPACION EN CLASE Nombre______________________________________________ Fecha___________________ Sesión #_________________

No

Cumplió Deficiente Regular Bueno Muy Bueno Excelente

Criterio Puntos Puntaje

total 0 2 4 6 8 10

Contribuye frecuentemente a las discusiones en clase 10

Contesta preguntas del facilitador y sus compañeros. 10

Formula preguntas pertinentes al tema de la clase..

10

Demuestra atención y apertura a los temas y argumentos tratados en clase.

10

Demuestra iniciativa y creatividad en las actividades de clase.

10

Contribuye con información relevante al tema tratado en clase.

10

Puntaje Total 60

COMENTARIOS_____________________________________________________________________

_________________________________________________________________________________



Annex C

CLASS PARTICIPATION ASSESSMENT RUBRIC Name______________________________________________ Date___________________ Session #_________________

Fail Deficient Regular Good Very Good Excellent

Criteria Points Total points 0 2 4 6 8 10

Contributes frequently to class discussions. 10

Answers questions made by the facilitator and classmates. 10

Asks questions pertinent to the class topic. 10

Demonstrates attention and opening to the arguments discussed in class.

10

Demonstrates initiative and creativity during class activities.

10

Contributes with information relevant to the topic. 10

Total points 60

COMMENTS_______________________________________________________________________

_________________________________________________________________________________



Anejo D/Appendix D

MATRIZ PARA EVALUAR TAREA SEMANAL Nombre______________________________________________ Fecha___________________ Tarea #_________________

Criterio Puntos Semana 1 Semana 2 Semana 3 Semana 4 Semana 5

El estudiante utiliza teoría y ejemplos en la investigación.

3

El estudiante incorpora análisis y conclusiones.

5

El estudiante cita referencias y bibliografía de la fuente utilizada en la investigación.

2

Puntaje total 10

COMENTARIOS_____________________________________________________________________

_________________________________________________________________________________



Appendix D

WEEKLY ASSIGNMENT RUBRIC Name______________________________________________ Date___________________ Assignment #_________________

Criteria Points Week

1 Week 2 Week 3 Week 4 Week 5

The student uses theory and examples in the research paper.

3

The student incorporates analysis and conclusions to explain its understanding of the topic.

5

Bibliography/ References listed.

2

Total Points 10

COMMENTS_______________________________________________________________________ _________________________________________________________________________________



Anejo E/Appendix E

PORTFOLIO GUIDELINES AND RUBRIC As part of the student’s grade, in this class, all students must complete a portfolio will all

the activities elaborated throughout the five weeks.

The portfolio should include:

1. Determination of sources of content

The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflective diaries.

h. Self-assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

3. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix F).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.



• A log of entries that can be expanded with each new entry properly numbered.

The table, which should be located at the beginning, should include a brief

description, date produced, date submitted, and date evaluated (Appendix G).

• Introduction and conclusion of the income and outcome of the portfolio.

• Documentation and reflection process (Appendix H) required in each

workshop.

• Self-assessment of the portfolio (Appendix I).

• A list of references and appendices of all assignments included will be added

to the end of the portfolio.

• Letter of Use and Return or Use and Discard of Portfolio (Appendices L, &

M)

• The entire portfolio will follow APA style: Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See a “Publication Manual of

the APA, Fifth Edition.”



Anejo F/Appendix F: PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

Anejo G/Appendix G: Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Student can also build a Table of Contents instead.



Anejo H/Appendix H: Reflective Diary

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________



Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________



Anejo I/Appendix I: Overall Portfolio Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. ______________________________________________________________ ______________________________________________________________ _____ 2. ______________________________________________________________ ______________________________________________________________ _____ 3. ______________________________________________________________ ______________________________________________________________ _____ 4. ______________________________________________________________ ______________________________________________________________ _____ 5. ______________________________________________________________ ______________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one)



Very satisfactory__________ Satisfactory _____________ Somewhat satisfactory _______________ Unsatisfactory__________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: _________________________________________________________________ Strategies:

1. _______________________________________________________________________ 2. _______________________________________________________________________



Anejo J/Appendix J: Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas

expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and portfolio

language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly

locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries relevant to the content of the

portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough understanding of growth and development related

to their field of concentration? Do items show what the student has learned?



� Collaboration: Do items show examples of both individual and group work? Does the student provide

clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective

thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and professional

conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential

employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus



Anejo K/Appendix K: Progression Follow-Up Template

Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments



Anejo L/Appendix L: Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System, to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that is not going to be disclosed without my consent.

By signing this document I authorize the office of Assessment and Placement to keep a copy of

my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo M/Appendix M: Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that is not going to be disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a copy of

my portfolio for six months and discard it at the end of this period of time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

Sistema Universitario Ana G. Méndez School for ... · Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El facilitador ajustará la nota de

Documents