The following 3 questions (Q1 to Q3) are based onthe information below:A survey of Ohio University students was conducted to determine if there was a particular ‘Green’ that was desired by students to live on. A sample of 120 students responses are reproduced below. Do students prefer a particular ‘Green’? Use critical value = 5.99.West GreenSouth GreenEast Green402060Q1:What are the expectedvalues?Q2:What is the calculated chi-squared value?Q3:Was there a significant preference for where students live?A.YesB.NoThe following 3 questions (Q4 to Q6) are based on the information below:A local sports bar wanted to determine whether Ohio University students prefer a particular type of food in their establishment. A sample of 100 students responses are reproduced below. Do students prefer a particular type of bar food? Use critical value = 7.82.NatchosPizzaChicken WingsCheese Sticks30203515Q4:What are the expectedvalues?Q5:What is the calculated chi-squared value?Q6:Was there a significant preference for what students eat in a sports bar?A.YesB.NoThe following 8 questions (Q7 to Q14) are based on the information below:The following data comes from “The Impact of AIDS on Gender Differences in Willingness to Engage in Casual Sex” by Russell Clark, Journal of Applied Social Psychology, Vol. 20, No.9, pp.771-782. In this study researchers were interested in gender differences in willingness to engage in casual sex. Both males and females were approached by opposite sex confederates and asked one of the three questions: “I have been noticing you around campus. I find you to be very attractive.” Then the confederate asked one of these three questions: “Would you go out with me tonight?” “Would you come over to my apartment tonight?” “Wouldyou go to bed with me tonight?” The type of question was randomly determined for each request. Test for a relationship between gender and compliance with each request. Interpret your findings. The results for the first two questions are as follows: DateYesNoMale142Female610There are four total expected values:Q7:What are the expectedvalues for ‘male-yes’ and ‘female-yes’ (they should be the same)?Q8:What are the expectedvalues for ‘male-no’ and ‘female-no’ (they should be the same)?Q9:What is the calculated chi-squared value?Q10:Using a critical value of 3.84, was there a significant relationship between gender and compliance?A.YesB.NoApartmentYesNoMale88Female610There are four total expected values:Q11:What are the expectedvalues for ‘male-yes’ and ‘female-yes’ (they should be the same)?Q12:What are the expectedvalues for ‘male-no’ and ‘female-no’ (they should be the same)?Q13:What is the calculated chi-squared value?Q14:Using a critical value of 3.84, was there a significant relationship between gender and compliance? A yes B.no

Helping Vincente Montaña View the video, Assessment Case Stud of an ELL/ESL/EFL Student, and then proceed to the prompt. Assessment in language acquisition can be useful in gauging the effectiveness of the comprehensible input (instructional material) that is used in the classroom. However, as we can see in the video, the presenter’s cousin has revealed that standardized assessments can measure one aspect of learning and not another. Assessments can only measure what we design it to measure; a test cannot assess oral language if it is designed to measure reading and writing. How then, can we help out students like Vince who have met the district’s or state’s proficiency in English but still seem to struggle in social and cultural arenas? What can you do to support his language development given the following learning strategies and assessments listed in our text? Assume that Vince is your student and his cousin has left you a video message in your email or is visiting you now in person. Create a detailed letter (two- to four pages in length) or video (five minutes in length) email back to him that will outline how you will address the areas of concern immediately. Address the following: Acknowledge the family’s concerns and provide an example of how you have noticed similar struggles in his language development. Design a plan of action and explain at least three strategies from Unit VII and Unit III in our textbook that could be used to address Vince’s family’s concerns regarding his language development. Explain how these strategies will target the area of language development in which the student needs more support. In the closing of your letter, describe how you will follow up with the family in the next few weeks so that you continue to support Vince together