Significant differences between hospitals in different markets

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The dataset provides Herfindahl–Hirschman Index, and Herfindahl index categories, please use the herf_cat
variable and answer the following questions:
Note: “The Herfindahl–Hirschman Index is a commonly accepted measure of market concentration used by
antitrust enforcement agencies and scholars in the field. The HHI is calculated by squaring the market share of
each firm competing in the market and then summing the resulting numbers” (NASI, 2015; pp: 14-16). Read
more from here:
https://www.urban.org/sites/default/files/publication/50116/2000212-Addressing-Pricing-Power-in-Health-CareMarkets.pdf
For this exercise, you do not need to compute the HHI, but if you have any questions, please do not hesitate to
ask me, but try to learn more about this you will need that to report your findings.
Use the dataset from week1 exercise and then answer the following questions:
Compare the following information between hospitals located in high, moderate and low competitive markets?
(table 1)
What are the main significant differences between hospitals in different markets? (use ANOVA test)
Use the density curves and compare hospitals cost and revenues between three markets.
What is the impact of being in a high-competitive market on hospital revenues and cost? Do you think being in
a high-competitive market has a positive impact on net hospital benefits? What about the number of Medicare
and Medicaid discharge? Do you think hospitals in a higher completive market more likely to accept more
Medicare and Medicaid patients? What is the impact of other variables? Please discuss your findings in 1-2
paragraphs.
(Note: to answer to the last question, please compute the ratio-Medicare-discharge and ratio-Medicaiddischarge first and then run 2 t-tests) high vs. moderate and high vs. low competitive market), please support
your findings with box-plot).
Table 3. Comparing hospital characteristics and market, 2011 and 2012

 

Sample Solution

may themselves feel out of place according to their own ascribed traits (differences based on class, privilege, and so on.). Assessing and thinking through notions of difference and the way they affect the classroom allow both students and teachers to find the classroom as an inclusive location (Diversity in the Classroom, 2007). Critical race theory Critical race theory (CRT), is defined as the view that race, instead of being biologically grounded and natural, is socially constructed and that race, as a socially constructed concept, functions as a way to maintain the interests of the white population that assembled it (Curry, T. (2016). Based on CRT, racial inequality emerges in the societal, economic, and legal gaps in which Caucasian individuals create between “races” to keep elite Caucasian interest in labor politics and markets and as such produce the conditions that provide rise to poverty and criminality in many minority communities (Curry, T. (2016). Although the intellectual roots of this movement go back much further, the CRT movement officially organized itself in July 1989. The initiation of the CRT motion in 1989 indicated its separation from critical legal studies. Instead of drawing theories of social organization and individual behavior from continental European thinkers such as G.W.F. Hegel and Karl Marx or psychoanalytic figures like Sigmund Freud because its theoretical predecessors, as CLS and feminist jurisprudence had completed, CRT was inspired by the American civil rights heritage through figures like Martin Luther King, Jr. (Curry, T. (2016). Being steeped in a revolutionary black idea and civic thinking, critical race theory complex theoretical understandings of the law, politics, and American sociology that concentrated on the attempts of white folks (Euro-Americans) to maintain their historical benefits over individuals of color (Curry, T. (2016).

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