Categories
Statistics

Free body diagrams to be displayed with forces & reactions.

Questions to be solved with three equations of equilibrium, IE Moment and Sum of forces in X&Y. Free body diagrams to be displayed with forces & reactions. Live loading included is in KPA.

Categories
Classic English Literature

* what were the other possible alternaxves which the writer or speaker rejected?

Choose any one of the texts we have looked at so far in class:
* They Say, I Say
* Borders, a very short introduc5on (all or a part)
* Persepolis (book, film or both together)
* The page taken from Klaus Dodds’ Border Wars: the conflicts that will define our future (Penguin, 2021)
* Joel Rose’s NPR arXcle about percepXons of immigraXon in the USA.
* Bhawna Jaimini’s S5r World interview with Hashim Ali
* The page taken from the WHO World Mental Health Report
* Julia Bergin and Louisa Lim’s Guardian arXcle about borders on the Internet
* Maureen Snow Andrade’s paper about Barnga and other such games
* The Associated Press arXcle from NBC about the demographics of US immigraXon
* The Reuters arXcle from Deutsche Welle about the Swiss nuclear waste facility near the German border
* The pages from Johann Hari’s Stolen Focus (2022) about animals and drugs
* Maud Newton’s Guardian arXcle about ancestors’ involvement in slavery
* Anne Lamo^’s ShiAy First DraCs
• Gurminder K. Bhambra’s arXcle on global sociology Write a close analysis of the text, and explore possible interpreta5ons and
applica5ons of it.
If you wish you may choose to focus on just one part of a text, but you should choose it carefully, staXng your reasons, and be sure to locate it in the context of the larger piece of wriXng.
Remember that your iniXal understanding of the text is a necessary first stage, but your analysis begins once you already understand it (and you can assume that your readers have also understood it).
The key quesXons an analysis must address are these: • What effects does the text achieve?
o How did it affect me the first/second/third Xme? (this is of interest not as a ma^er of personal biography, but in order to answer the following quesXon)
o How might it affect others? What effect does it achieve? • What specific techniques were employed and what choices were made?
o How is the whole piece organized and structured? o What parts can it be divided into, and how are they sequenced and
related? o How is each of the individual parts organized, and why? o What is the purpose of each paragraph or secXon? o What stylisXc consideraXons went into the wriXng of the sentences?
o Is there any pa^ern to the kinds of words (and/or images) that were chosen?
* What were the other possible alternaXves which the writer or speaker rejected? What does this piece not do, which it could (or perhaps should) have done?
* How do the various choices at each of the above levels go together to achieve the effect?
* On the internal evidence of the text, what does it appear that the writer or speaker set out to do?
Having completed the analysis, you will be in a posiXon to a^empt an interpretaXon of the significance and success of the text.
* Did the writer succeed in achieving his/her aims or in doing anything else?
* What does the text as a whole, considered in context, really mean?
* How should we think of the text?
* What wrong readings of it might people come to if they were not paying close enough a^enXon, or if they were trying to jusXfy posiXons of their own?
* Are there any other texts or contexts in the light of which this text might look different?
* You need to find some other relevant texts to refer to:
o Who else has addressed the same topic?
o Who disagrees with your writer? Why?
o What views are in the academic literature, in the media and elsewhere? Where is your text situated in relaXon to other texts?
o What other styles and approaches have people tried to achieve comparable ends?
o Has there been any direct commentary published about the text you are examining?
o Do we have grounds to anXcipate further reacXons in the future? • Please refer to at least two secondary texts in addiXon to the text you are
analyzing, and cite all of them properly using MLA.
Only aBer analyzing and interpreXng the text will you be able to give a reasoned assessment of its significance and to apply it to quesXons with which you are currently concerned.
Comments from Customer
https://www.ritenour.k12.mo.us/cms/lib/MO01910124/Centricity/Domain/494/the-complete-persepolis-by.pdf
link for one of the readings that can be used

Categories
Management

This activity counts towards the activities category.

For this activity you will use a simple process from your own life: preparing a family meal for a large family. This process is designed to help you recognize how eliminating waste, particularly transportation waste, can make processes easier and eliminate the inefficient layouts.
The first step in appraising any situation, is to stop and ask yourself “What bothers me about this”? In the case of an existing business operation, it is helpful to gain an appreciation for the current state, not only in terms of the relative position of the equipment, but the nature of the environment as well. Is it noisy? Are people rushing around from machine to machine? Are their hands full? As they move through the facility, are they taking a circuitous route around infrequently used machines or stacks of inventory? Are the aisles wide enough for the traffic? The best vantage point to observe the work environment is from ceiling level. A scissor lift or tall ladder can provide a very different perspective to an otherwise familiar situation. Safety is, of course, paramount.
Activity Grading
This activity counts towards the Activities category. It is graded on pass/fail basis. If you complete all components of the activity on time, you will receive a pass. You will also receive qualitative feedback from your instructor about your completed activity.
It is recognized that the Activities category only counts for 5% of your overall course grade, which is not substantial considering that there are five activities to be completed within it. You will, however, benefit from completing each activity when it comes to your Major Assignment. Your Major Assignment requires that three different tools/diagrams be included. Receiving feedback from your instructor about the construction of this spaghetti diagram now will assist you in producing a higher-quality Major Assignment.
Activity Instructions
Part 1: Creating and Analyzing Your Diagram
Make a floor plan of the work area using graph paper (there are many websites where you can print graph paper from, if need be). In this case, the work area may be your kitchen. Be sure the area is drawn in “plan view” (as you would see it from above), showing where the equipment is located. It is critical that you draw the area to scale. Some drawing tips/procedures:
Draw a rectangle that is proportional to your work area, centered on the paper. Place the columns on your drawing first. These are helpful as reference points for placing your equipment. Remember to divide the actual dimensions, in your measurement unit of choice (i.e. feet, meters), by the drawing scale to convert each dimension to measurements on your drawing.
Next, place each piece of equipment on your drawing. It is enough to represent each piece with a rectangle with dimensions equal to the maximum length and width of the machine. Keep in mind that you are interested in the open space between pieces of equipment, so be sure that your rectangle encapsulates the full reach of the work area (including guards, arms, etc.), not just the footprint of the base of the object/machine.
Note in each rectangle where the operator is located.
Label each rectangle with the name of the equipment.
Be sure to add all of the fixed storage locations and piles of inventory, spare parts, waste, garbage receptacles, etc., that are barriers to moving around. Check your dimensions frequently.
Make a few photocopies of your drawing, so that you can preserve your hard work for future use or in the case that you make an error and need to restart.
On a copy of your layout drawing, draw a line that follows each operator involved in your process as they go about their work. Use a different colour for each operator. Create a legend so you can keep track of which colour refers to which operator. Be patient while you observe the movements of your operators, if you are actually observing the work being done. You want to draw the whole path that each operator must follow from the time they become involved in the process until the process is complete.
In each case, either the material streams or the operator paths will create a series of overlapping and criss-crossing lines that will resemble a plate of spaghetti. This is an excellent visual representation of the distance traveled. In particular, it will illustrate the number of times a line of a particular colour crosses itself, indicating when equipment and/or storage locations are placed in the wrong order in relation to the sequence of operations of your process.
The issues that are illustrated in the spaghetti diagram represent improvement operations for consideration.
Using a Microsoft Word document, create a one-page list of the issues that you noticed in your operation while drawing the spaghetti diagram.
Comments from Customer
Discipline: Lean System

Categories
Nursing

Follow up in 1-2 weeks or sooner as needed.

The purpose of this assignment is to practice evaluating patient encounter notes to identify appropriate Current Procedural Terminology (CPT) codes to submit for billing. This is an important skill to master as an NP.
In this assignment, you are provided with three patient SOAP notes from an encounter with an NP. Using the Required Readings and Required Resources, identify the appropriate code (i.e., 99211, 99212, 99213, etc.) that should have been billed for the visit. In addition, provide detailed rationale on how you came to this decision. Please use the Patient Billing Template below
Title of Paper Here
Author
Affiliation
Course
Instructor
Due Date
Week 4 Assignment 1: Coding
Please review the three patient visit notes provided and select the appropriate coding level for that visit. In addition, provide rationale for why you chose that code with scholarly support from your required and recommended resources.
Patient 1
Code:
Cited Rationale:
Patient 2
Code:
Cited Rationale:
Patient 3
Code:
Cited Rationale:
References (Use APA 7th edition format)
(Word).
In order for this assignment to be considered complete, you will need to complete the coding for each of the three patients and cite rationales for your decision using the most current APA format. Remember that this assignment is complete at 100 points, so make sure you review all requirements and complete the assignment in its entirety. If the assignment is not complete, it is considered incomplete and will result in a 0.
PATIENT 1 SOAP Note 1
Maria Rodriguez
Age: 25 y.o.
Ethnicity: Hispanic
Past Medical history: None
Past Surgical History: Tonsillectomy age 7
Medications: none
Family history: Mother Diabetes, Father Hyperlipidemia
Employment: works as a phlebotomist full time
S: Maria is an established patient who presents to office today for birth control. Pt is in a monogamous relationship with her current boyfriend of 4 months and is using condoms 100% of the time. Pt would like to start a more reliable form of birth control. Menarche 12 y.o menses: every 28 days and lasts for 5 days, patient denies cramps or irregular menses history. Patient is a non-smoker and does not use any substances. Last pap was 6 months ago negative for cytology. Gonorrhea and Chlamydia culture 6 months ago was neg/neg. HPV vaccine completed.
O: 5 feet 6 inches 140 pounds 98.4-80-16-122/76
General: Healthy appearing Hispanic woman in no apparent distress
Skin: No skin lesions identified
Head: Normocephalic, good hair distribution, no alopecia no nits
Eyes: Symmetrical with no erythema or discharge. Vision grossly normal
Ears: Symmetrical with gross hearing intact
Nose: midline, no septal defect, no discharge
Mouth: good dentition, moist mucous membranes
Cardiac: HR 80 normal sinuses rhythm, no S3 or S4, no arrhythmias noted
Lungs: Clear to auscultation bilaterally A & P, no use of accessory muscles
Abdomen: flat, soft, non-distended. Bowel sounds active in all 4 quadrants, tympanic throughout, no hepatosplenomegaly, no rebound or guarding.
A: Contraception Counseling
P: Diagnostics up to date
Education: During the 20-minute face-to-face visit, I discussed with patient the various forms of contraception including barrier, hormonal, non-hormonal, abstinence and natural family planning. Discussed efficacy, cost, risks and benefits of each method, using the Birth control option handout. Discussed timing to start method and how to use method to ensure efficacy. Patient decided to start oral contraceptives. Discussed Sunday start, daily dosing, missed pills, common side effect and major side effects, such as ACHES and when to call.
Continue Condom use for STD prevention
Pharm: Ortho-Tricyclen 28 day, 1 pill every day to start on Sunday after first day of menses. 3 refills
Referrals: none
Follow- up: 3 months
PATIENT 2 SOAP Note 2
Patient name: Rebecca Jones
S:This new patient is a 26-year-old woman who presents to the primary care office complaining of “a sore throat and cold that has gotten worse.” Patent states that her cough has been productive with thick yellow-green sputum. The patient explains that she has a sore throat, stuffy nose, and a fever. Patient estimates that she has had the “cold” for the past three weeks and it has not gotten any better.
Aggravating factors: ambulation (short distances) and smoke.
Relieving factors: cold beverages, cough syrup, cough drops, rescue inhaler one to two times a week, and allergy medicine with minimal effect.
She denies any known sick contacts. She explains that she does not normally get colds that last this long but usually gets them once or twice a year. The patient reports smoking a pack of cigarettes a day and denies alcohol or drug use. The patient has no known diagnosed allergies. No additional concerns at this time.
ROS- Patient denies: chills, travel, headache, chest pain, chest tightness, palpations, wheezing, nausea, vomiting, loose stools, blurry vision, floaters, nausea, vomiting, or loose stools. No foreign body visualized, new bites, flushing, pruritus, anxiety, faintness, blunt force trauma, new foods/ medications/ hygiene products, or sense of impending doom.
Medical history per chart review and patient: asthma, upper respiratory infection on 1/9/17 treated with Z-Pack. The patient denies any cardiovascular issues.
Surgical history: laparoscopic appendectomy 3/23/14, admitted for two days. Familial history, hypertension. The patient is currently employed as a receptionist.
Social History: The patient is single and lives alone in an apartment. The patient is a one pack a day smoker.
Health Promotion: due for pneumonia vaccination (PPSV23).
Medications: Paragard IUD. Albuterol 180mcg oral inhalation two puffs with spacer every six hours as needed for shortness of breath.
O:
General Survey—Alert, friendly, well-kempt woman, good historian.
Vital signs: temperature 98.4, heart rate 114, respirations 25, blood pressure 112/62, SPO2 92% room air.
Head: normocephalic, no lumps or lesions.
Face: symmetrical, no drooping.
Eyes: clear sclera, clear conjunctiva, PERRLA.
Cardiovascular: regular—elevated rate, no rubs, gallops, or murmurs, no jugular vein distention, capillary refill time less than 3 seconds.
Integumentary: skin warm, dry, intact, good turgor. Lap sites scars.
Mouth: lips intact, no caries, moist erythemic mucosa, enlarged tonsils grade 2, no lesions noted.
Nose: no polyps, erythema in both nares, no blisters, petechial, ulcerations.
Throat: erythema, thick yellow-green sputum, no lesions, no difficulty swallowing.
Neck: trachea midline, no nodules, no bruits, no stridor; swollen and tender submental, submandibular, superficial cervical and posterior cervical lymph nodes.
Lungs: tachypnea, coarse inspiratory crackles in right lower lobe, diminished lung sounds in the bases, dullness sound with percussion over right lower lobe; positive tactile fremitus, bronchophony muffled, and egophony abnormal. No nasal flaring, perioral or nail bed cyanosis, sternal, subcoastal, intercostal, or supraclavicular retractions.
A:
Community Acquired Bacteria Pneumonia, RLL
Differential Diagnosis:
⦁ Nasopharyngitis
⦁ Postnasal drip syndrome
⦁ Acute Bronchitis
Possible organisms: need sputum and nasal cultures to determine organism
Haemophilus influenza
Group A beta-hemolytic streptococcus
Group C and G streptococci
Chlamydia pneumoniae
Diphtheria
Mycoplasma pneumonia
Legionella pneumophilia
Neisseria gonorrhoeae or chlamydia trachomatis
Influenza A, B
Epstein-Barr
Coccidioidomycosis
Histoplasmosis
Blastomycosis
P:
Diagnostic tests: rapid strep test, Influenza type A and B swabs, COVID-19 swab. Consider a 2-view chest X-ray (if swabs are negative), and complete blood count with differential.
Pharmacologic interventions: azithromycin 500 mg on day 1 followed by four days of 250 mg a day, acetaminophen 650 mg by mouth as needed for fever of pain or ibuprofen 400 mg by mouth every six hours as needed for fever or pain.
Non-pharmacologic interventions: gargle with warm saltwater (1 tsp salt to 1 cup water), avoid smoking and other respiratory irritants (smoke, automotive exhaust, pollen, dust, dander, strong scents such as perfume), increase nonalcoholic fluid intake, rest, increase room humidity.
Referrals: None at this time. Pulmonology if condition does not improve with oral antibiotics.
Education: side effects of azithromycin, antibiotic teaching about finishing treatment, cough hygiene, fluids, soft foods, when to go to the emergency room, when to call the office.
Follow-up: call the office or go to the nearest emergency room if you have a fever greater than 101, shaking, chills, confusion, blue fingernaisl or lips, have increased cough, difficulty breathing at rest, or increased shortness of breath. Please follow up in the clinic in one week.
PATIENT 3
Source: MT (self) and facility staff
Reliability: good
MT is an 88-year old white male established patient, who has been in the assisted living facility for the past 2 years. He was living with his oldest son and his family for about 15 years. He said his son kept all his pension and social security money and only gave him $50 every month. He said he finally asked his doctor to help him get a referral for social services when he was hospitalized for a fall incident with no complications or sequela.
He is being seen today for his monthly follow-up visit. He said he feels fine except that he started to have on and off loose stools in the past two weeks. The facility staff put him on diapers to prevent him from soiling his pants.
Subjective: Chief Complaint: Diarrhea
Onset of diarrhea 2 weeks ago. Loose watery brown stools about 2-3 times a day but not every day. Denies blood or mucus in his stool. Denies abdominal pain or cramping. MT said he gets an “accident” sometimes and soils his pants. He said he cannot get to the bathroom on time to have a bowel movement. He said he cannot walk fast enough. Denies urinary incontinence. Denies having eaten any exotic or rotten food. He had not been out to eat in the restaurant. Denies having any antibiotics in the past 2 weeks. Facility staff denies having any gastroenteritis cases in the past two weeks. Denies fever, nausea or vomiting. Denies contact with anyone with same symptoms and denies recent travel. He said he did not take any OTC treatment.
ROS: Denies fever, fatigue or chills; Respiratory: Denies cough; Cardiovascular: Denies palpitations; GI: Denies nausea or vomiting, abdominal pain; Reported diarrhea on and off for the past 2 weeks. GU: Denies urinary frequency, urgency or dysuria
Allergies: No Known Allergies
Current medications: Donepezil 5 mg at HS (started 4 weeks ago with previous follow up visit). Vitamin D3 once daily, Vitamin B Complex once daily, Alendronate 70 mg once weekly
Medical History: Alzheimer’s Dementia; Osteoporosis
Surgical History: Inguinal hernia repair, Cataract surgery with lens implant
Social History: Lives at the assisted living facility. He was married once. His wife died about 17 years ago. He has five children.
Smoking: Never smoked; Alcohol: Denies alcohol use; Coffee: 4 cups a day
Family History: Mother died at age 93 from old age; Father died at age 48 from Malaria complications.
Vital signs: BP 108/72 mmHg Temp: 98.4 F HR: 78 bpm RR: 18 bpm
Height: 70 inches
Weight: 150 pounds
Objective:
Physical Examination: Alert awake and oriented to person, place and situation; well nourished; Pharynx: Buccal mucosa is moist, no erythema or edema; Respiratory: Lungs clear to auscultation with no adventitious lung sounds; Cardiovascular: Heart rate regular, with no murmurs; Abdomen soft, non-distended, with normal bowel sounds on all four quadrants; no tenderness, no rigidity, no rebound tenderness, no guarding; No CVA; Skin: warm, dry and intact with good turgor. Walks with a cane.
MT is appropriately dressed and well groomed. He has good eye contact and is cooperative. Mood is euthymic with full range affect. He knows the month and the year but does not remember the exact date and day of the week. Speech, language and responses are normal. Immediate recall is 3/3 and delayed memory recall is 1/3. Serial 7’s counting backwards from 100 is accurate. Spelling WORLD backwards is correct. Judgment and insight is good. Perceptual disturbances such as hallucinations and delusions are not observed. MMSE = 26/30
Clock Drawing: Correctly drew an analogue clock with minute and hour hands at 2:45
Assessment: Mild Neurocognitive Disorder due to Alzheimer’s Dementia
Drug-Induced Diarrhea
The most common side effects of donepezil are nausea, and diarrhea. The prevalence increases with higher doses. The side effects are usually transient and for most patients, the side effects resolve in 2-3 weeks (Rosenblatt, Gao, Mackell, & Richardson, 2010).
Differential Diagnosis
⦁ Infectious diarrhea is caused by enteric pathogens such as bacteria, viruses and parasites. Common pathogens are Vibrio cholerae, Clostridium difficile, Shigella, and Escherichia coli. Examples of parasites are Giardia lamblia and Entamoeba histolytica (Hodges & Gill, 2010). Although the history and pattern of diarrhea appears to be drug-induced diarrhea, infectious diarrhea still needs to be ruled out (Hodges & Gill, 2010).
⦁ Gastroenteritis is a viral infection of the intestines that usually causes watery diarrhea, abdominal cramps, nausea or vomiting. Sometimes it is accompanied by fever. Many different viruses cause viral gastroenteritis such as rotavirus and norovirus. Most viral gastroenteritis is self-limiting and does not usually last for over 2 weeks (““Stomach Flu”,” n.d.).
⦁ Functional Diarrhea is chronic diarrhea without a known cause. It is also classified as a functional gastrointestinal disorder (FGD). The Rome III diagnostic criteria for FGD is a change in stool consistency occurring in at least the last 3 months with onset at least 6 months prior to diagnosis. Functional diarrhea is different than Irritable Bowel Syndrome – diarrhea type (IBS-D) due to a lack of abdominal pain that is present in IBS-D (Bolen, 2017). MT has diarrhea on and off for the past 2 weeks.
Plan: Discontinue Donepezil
Labs: Stool C & S; O & P; CBC
Facility staff to report worsening diarrhea
Patient Education: Rehydration therapy
Follow up in 1-2 weeks or sooner as needed. Follow up when lab results are back.
Referral: None as of this time
Comments from Customer
Here is required resources
Required
Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones and Bartlett Publishers.
Chapter 4: Federal Regulation of the Nurse Practitioner Profession including Appendix 4-A
Joel, L. A. (2022). Advanced practice nursing: Essentials for role development (5th ed.). F. A. Davis Company.
Chapter 9: Participation of the Advanced Practice Nurse in Health Plans and Quality Initiatives
Required Resources
CMS Evaluation and Management Services (PDF) Documentation Guideline.
Medicare Benefits Policy Manual (PDF)
Centers for Medicare & Medicaid Services (CMS). ICD-10-CM Official Guidelines for Coding and Reporting FY 2021. (PDF)
American Medical Association (AMA). CPT® Evaluation and Management (E/M) Office or Other Outpatient (99202-99215) and Prolonged Services (99354, 99355, 99356, 99417) Code and Guideline Changes (PDF).
Medical Billing & Coding. 2.09: CPT Modifiers

Categories
Statistics

(this assignment is through my mba course of organizational behavior in business.)

(This assignment is through my MBA course of Organizational Behavior in Business.)
Verify and correct (if minimal, highlight any corrections) the attached Stephen_Data Analytics Project Data_Stephen file by doing the following:
Using 1.50 instead of 1.96 for the Correlation Interval formula (as done in the attached Project Example with Formulas file), and data from the EMBA Data Analytics Project Data file (different from the data in Project Example file).
The attached jpeg shows the Predictors, Commitment’s (Affective, Normative, and Continuance), and Performance (my Team is focusing on Task). This should already be reflected in the Stephen file that you’re verifying.
Also, please add a worksheet to the Stephen file and complete the following:
1. Add a worksheet to the Stephen file name Multiple Regression and perform the Multiple Regression with the Stephen file as exampled in the Example file.
2. If possible, add another worksheet to the Stephen file and provide ANOVA comparison(s) with chart(s).
Thank you!!

Categories
English 101

The essay should be about reading and writing and how it has impacted students today

Avoid using first person or second person, include page number and headers, and work cited page. needs to be able to download in word file and 12-font. teacher said not an argumentative essay but a debatable one
Comments from Customer
The essay should be about reading and writing and how it has impacted students today

Categories
Geography

The essay should include what is the author’s background, what is the author’s thesis, what are the key supporting arguments, what is the conclusion, any individual application to yourself, and any “gold nuggets” gained.

The essay should include WHAT IS THE AUTHOR’S BACKGROUND, WHAT IS THE AUTHOR’S THESIS, WHAT ARE THE KEY SUPPORTING ARGUMENTS, WHAT IS THE CONCLUSION, ANY INDIVIDUAL APPLICATION TO YOURSELF, and ANY “GOLD NUGGETS” GAINED.
Comments from Customer
Discipline: Geography and Security

Categories
English 101

The facts i wrote might help but you can make up any situation or whatever u want.

Write a personal statement for getting into a university in the UK. Some facts about me is that I am a female, my name is noor, i live in kuwait, i am 17 years old, i want to study in london, my major is going to be psychology, i have 2 older brothers, my hobbies are padel tennis, swimming, and snowboarding. you can literally make up anything you want for this personal statement. The facts i wrote might help but you can make up any situation or whatever u want. Thank u!

Categories
Tourism

If there will be any risk in food and beverage during the event

I’m a master’s student in event management I need my research as my professor guideline:
Write the important outline of one research in ” the risk management & event “:
– The title of this study.
-The personal information of the author
-The three main objectives
-The most three important findings
you can use this website for the research and I will type the subject of the research:
https://www.researchgate.net/
(Risk management event in food and beverage)
if there will be any risk in food and beverage during the event

Categories
Economics

You are given the following information about the mid-size truck market in the usa, specifically the fictitious mullins trucking corporation, inc. in rochester, ny.

You are given the following information about the mid-size truck market in the USA, specifically the
fictitious Mullins Trucking Corporation, Inc. in Rochester, NY. The graph you are about to construct will
appear as the 4th graph in your presentation to the Mullins Board of Directors as they try to get a handle
on the supply and demand for their products. This is copyrighted material
From 2010–2015, the prices of their best-selling mid-size trucks, measured in $10,000’s of US Dollars,
was: 85, 75, 65, 55, 45, 35, 25, and 10. During that time, the corresponding amounts that the Mullins
Corporation was willing to sell at those same prices, measured in 100,000s of mid-size trucks was: 9, 8, 7,
6, 5, 4, 3, and 2. Meanwhile, the amount that consumers were willing to purchase at
those same prices, also measured in 100,000s of units, was: 3, 4, 5, 6, 7, 8, 9, and 10. The production
data was retrieved from various hard copy annual reports of the Mullins Corporation while the
consumer data was retrieved from Truckers Digest, in an article written by Rick Trombett, in their March
2022 issue, pages 49-53, “How Many Trucks Can One Firm Produce and Sell.” This is copyrighted
material
From 2016-2021, there was some change in that market. The Mullins Corporation is not exactly clear on
all that occurred in the market, but they know the following. Their customers seemed willing to
purchase more trucks; specifically, 2.0 more units at each and every price point compared to what they
were willing to purchase in 2010-2015. Of course, the Mullins Corporation increased its production;
specifically, a production level increase of 3.0 units at each and every price point they were willing to sell
as compared to 2010-2015. This is copyrighted material
a. In one clearly constructed, legible, and properly labeled graph created using Excel, construct the
supply and demand curves that correspond to 2010-2015 and those from 2016-2021. (45 pts).
This is copyrighted material
b. Referencing the curves constructed in part A, clearly state the equilibrium price and quantity in
the two different time periods (2010-2015 and 2016-2021). (1.5 pts). This is copyrighted
material
c. Using your supply and demand analytical skills, and referencing only the curves constructed in
part A, offer one reason why the price and quantity are different in the 2nd time period as
compared to the first. (Hint: For this, we do not want to know why the curves may have shifted,
but how their shifting resulted in that particular answer.) (6 pts). This is copyrighted
material
d. Assume that in the 2nd time period, there was only a change in demand. What would the
equilibrium price and quantity be now? (1.5 pts). This is copyrighted material
e. Again, assume in the 2nd time period there was only a change in demand. Using your knowledge
of the determinants of supply and demand, and referencing only the curves in part A, offer one
concrete cause as to why that demand may have moved in the direction it did. (6 pts). This is
copyrighted material