Below are (4) Separate assignments for an Economis for all Ages class.

Economics for All Ages

Fifth Directed Response Lecture Related Assignment Fall 2014

Use your notes from our class lecture-discussion of the title change and placement of Chapter 8 in Schulz to respond to the following:

(1) What was the title of Chapter 8 in the earlier editions of Economics

of Aging?

(2) Where was this chapter included in the earliest editions of Economics of Aging?

(3) How did the earlier title of this chapter relate to the increased longevity of Americans in the US?

(4) Summarize Schulz’s discussion of the “Retirement Expectations” of the GI and Silent Generations compared with/contrasted to the current “retirement expectations” of the Boomer, GenX , GenY and Cyber Generation?

(5) Explain the original “tripod of retirement income” and its income sources expected by the GI and Silent Generations.

(6) Explain the evolution of this metaphor to a four legged stool, including specifically the income sources in this stool.

(7) How does one of these income sources in particular change the nature of “retirement” as a time in the worklife cycle that is free from market work?

(8) Explain the further evolution of the metaphor of the four legged stool to the metaphor of four pillars, including in particular the components of each of these four pillars.

(9) What does the fourth of these pillars indicate about the influences that led to the passage of the Patient Protection and Affordable Care Act?

(10) How does the current title of Chapter 8 present intergenerational

conflict in the US as a result of the Population Aging in the USA?

NOTE: The Directed Response lecture-related assignment on the Age-based dependency ratio asks you to explain how/why Schulz answers the question posed in the title of Chapter 8. We will be covering this in more detail in class on September 30. This is one of the 5 Lecture-related Assignments that should be prepared before our class on October 2 and for which any notes from our class lecture-discussion may be used.

Economics for All Ages

Sixth Lecture-Related Directed Response Fall 2014

Summarize and synthesize our class lecture/discussion of

“Statistics at a Glance” and “Profile of Older Americans 2013” to respond to the following:

Support or refute Schulz’s contention that the elderly are not a homogeneous subgroup of the population.

A COMPLETE RESPONSE WILL:

(1) EXPLAIN what is meant by HOMOGENEOUS using the

concepts of:

i) measure of central tendency

ii) measure of dispersion

(2) EXPLAIN what is meant by POPULATION.

(3) EXPLAIN what is meant by DEMOGRAPHIC

SUBGROUP using the concept of an age cohort.

(4) IDENTIFY the “Older Americans” of 2013 as

members of specific GENERATIONS by

I) NAME and

II) BIRTH YEAR RANGE.

(5) IDENTIFY and then EXPLAIN of one VARIABLE

from the “Proflie of Older Americans 2013”.

(6) ASSESS briefly the SOURCE of information for this

variable. i.e, it is RELIABLE?

(7) ANALYZE the distribution of the VALUES of this

variable.

(8) MAKE CLEAR whether you are supporting or refuting

the assertion made by Schulz.

Note: This response has 10 parts. Each one will be weighted equally. Complete the response by following the sequence of the numbered items in the instructions AND including these numbers in your response.

Econ/Gero2282: Economics for All Ages

Seventh Lecture-Related Directed Response

Use the information from “A Profile of Older Americans 2013”, Chapter 1 in Schulz and our related class lecture/discussion to respond to the following:

(1) Identify and explain the major choices for the “living arrangements” of today’s “older”. As required for all written work for this term, include:

a) the generation label and

b) the birth year range for all the generations RELEVANT to this

discussion.

(2) Identify and explain the statistical criterion of RELEVANCE

in general

(3) Identify and explain the statistical criterion of RELIABILITY

in general and as it applies to the variable of living

arrangements as a RELIABLE measure of the of economic

status of Older Americans.

(4) Summarize/synthesize (i.e., USE YOUR OWN WORDS)

Schulz’s explanation of how the “living arrangements”

of today’s Aged affect the RELEVANCE of this characteristic

of “older Americans” i.e., his argument (cite the page)

that “living arrangements” is not a RELEVANT measure of

the “economic status of the aged” to the extent that the

aged today live in the home of a family member.

(5) Explain briefly the application of “universal design” in the

construction of new housing for all generations and the

adaptation of existing housing for today’s Older Americans.

(6) Explain VERY briefly a reverse annuity mortgage or home

equity conversion mortgage.

(7) Explain whether AND why AND how the application of

universal design and/or the use of a reverse annuity

mortgage might affect the proportion of Older Americans

who will be living in their own homes in 2050.

(8) Conclude with a brief statement of how this forecast shows

the importance of cohort analysis in our study of the

economics of aging.

Economics for All Ages

Eighth Lecture-Related Directed Response Fall 2014

This Assignment is worth 20 points:

Follow along the itemized parts of this assignment.

(1) EXPLAIN what is meant by the “structure of a tax”.

EITHER use your own words from SYNTHESIZING

your notes from our class lecture/discussion OR

CITING COMPLETELY a RELIABLE source. (1 point)

(2) IDENTIFY each of the three possible structures of a

tax, using taxable income as the tax base. (1 point each)

i)

ii)

iii)

(3) EXPLAIN in your own words each of these three

structures of a tax. (1 point each)

i)

ii)

iii)

(4) ILLUSTRATE (i.e., give an example of) each of the

three possible structures of a tax and EXPLAIN the reason

for your classification. DO NOT USE ANY OF THE SOCIAL SECURITY PROGRAMS FOR THESE EXAMPLES. (1 point each)

i)

ii)

iii)

5) EXPLAIN briefly why the Social Security payroll tax was legislated with the FEDERAL INSURANCE CONTRIBUTIONS ACT. (1 point)

(5) CLASSIFY the structure of the overall Social Security payroll

tax. (1 point)

(6) JUSTIFY your classification with an ANALYSIS of the Social

Security payroll tax in terms of both (8 points- 1 point each)

i) the TAXABLE WAGE BASE for each of the 4 (OA, S, D and H) Social Security Programs

ii) the TAX RATE for each of the 4 (OA, S, D and H) Social Security Programs