Scholarship at Parkland

Julia Wang explains why from her perspective, as someone who grew up in Beijing, America still remains a land of prosperity and possibility. She describes why her and her husband’s low-income existence when they first lived in the U.S. felt like material comfort and security relative to what they were accustomed to in China. Wang argues that people in the U.S. who work hard, value the educational opportunities, and sacrifice themselves for their children’s well-being continue to achieve the “American Dream” of success

Wang, Julia

Parkland College SPARK: Scholarship at Parkland The Diana McDonald Writer's Challenge Student Works Spring 2024 The American Dream is Still Real Julia Wang Follow this and additional works at: https://spark.parkland.edu/mcdonald_award Open access to this Essay is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more information, please contact spark@parkland.edu. The American Dream Is Still Real    I grew up in Beijing, China. I was the only child, due to the “One Child Policy.” When I was a child, China was still mostly under its Socialism Planned Economy, which meant the government planned everything: agricultural products, industrial products, businesses, entertainments, even people’s careers. Both my parents worked full time, yet they could barely afford food and clothing. We lived in a government owned one bedroom apartment. It had a separate small kitchen which was shared with a few neighbors. There was a public restroom (without a shower or water pipes) for the entire building. A small black and white TV was the most valuable item my family had. Most families were just like us. Under such living conditions, we were not considered poor people because at least we had a place to live and food to eat. Occasionally we could even go to the theatre to watch a movie. There were many poorer people than us. Based on my own childhood experiences, I would say that the United States of America is a country with plenty of opportunities, even though such opportunities might not look particularly good to many Americans.  Even the hourly wage jobs that many Americans complain about pay sufficiently for people to survive. Compared to what my family experienced in China, even working at a minimum wage job in America, one still can afford a decent standard of living. Take myself as an example: when I first came to U.S. back in 2003 with limited English, I got my first job as a cashier at Macy’s. My hourly pay was just $7.25. My husband was a Ph.D student and lived on a student loan of $8,000 per year. Together, we could afford to rent a one-bedroom apartment with a fully equipped kitchen and a bathroom in a high-cost of living city in Virginia. We also owned a used car and a pet dog. Sure, we could not go to the restaurants whenever we wanted or buy fancy clothes, but our lives were so much better compared to my childhood. When Americans talk about the poor, they often do not have the concept of what the average living conditions of the world’s collective population is. The Census Bureau reports that about 37.9 million Americans lived in poverty in 2021, but this is “poverty” only compared to the standards of a wealthy modern society. Robert Rector and Jamie Bryan Hall, researcher fellows for the Heritage Foundation, explained most people who are identified as “poor” in America own lots of material goods, including cars, televisions, computers, smartphones, and other basics; hunger is quite rare here. Rector and Hall point out that a single mother with two children working full time at federal minimum wage, “after taxes, has only $13,853 in annual earnings” (which is below the Federal Poverty Guidelines of one person household annual income $14,580). But with government welfare and Medicaid coverage, her combined income from earnings and benefits would be around $36,500. Jack Flynn, a freelance writer for Zippia, reported that “the average global personal income is $9,733 per year; the average global household income is $12,235 per year; the median per-capita household income is only $2,920 per year.” These numbers mean if you work a full-time minimum wage job in America, your annual income is above the average global personal income by more than one-third, not even including the government benefits for people living in poverty. Compared to the rest of the world, “the poor” in America are in fact not that poor.  I acknowledge that the minimum wage jobs are exhausting, dull, and unstable. Nobody really likes or enjoys their minimum wage job. When I worked at Macy’s as a cashier, my main responsibility was to put the clothes from the fitting rooms back on the shelves where they belong. I repeatedly hung clothes at least hundreds of times during my shift every day. When it was the holiday season, the fitting rooms were filled with so many clothes that I had to work at night after the store closed to put all of them back. By the end of the day, I was so exhausted. Next day, I would be doing the same tasks over and over. Most minimum wage jobs are like this: cashiers, janitors, waiters, etc. We do the simple repetitive manual labor day after day, month after month, year after year. No wonder most Americans cannot imagine doing such jobs for their entire life. Katherine Newman, a professor of urban studies at the John F. Kennedy School of Government at Harvard University, described such jobs a few decades ago as “the ones that pay the minimum wage, try the strength and patience of anyone who has ever tried to hold them, and subject their incumbents to a lingering stigma.” Today, tens of millions of workers in America are doing those boring, low-paid tasks that few people think of as good careers. However, many people who work at these low-wage jobs come from places where they have even worse working conditions. In China, it is common for people work 9-9-6, meaning work from 9am to 9pm each day, 6 days a week. Even so, their incomes are not nearly as much as the U.S. minimum wages. The average annual per capita disposable income of households in China in 2022 was approximately 36,883 yuan (around $5,269). Compared to the working conditions and the incomes in China, minimum wage jobs in U.S., even as boring and exhausting as they are, are still better.  With strong values and priorities, people can thrive in America. Lots of immigrants end up advancing in ways that American-born low-wage workers often do not. They are grateful for the jobs they have gotten in America. They strongly believe in traditional values, such as working hard, saving up rather than spending, persisting in pursuing dreams. They especially value education. Many of them work longer hours or even two jobs in order to provide the best education opportunities for their kids, so their kids will live better lives than they had. When I worked at Macy’s, I had a co-worker who was from Vietnam. She was over fifty at that time. She worked as a school bus supervisor in the morning and early afternoon; then she came to Macy’s and worked as a cashier until the store closed. She had two kids, both of whom were in college. When her kids graduate from college, they will have much better jobs and lives than their parents. They will appreciate their mom’s efforts to support their education. And they will do the same for their children, passing down the same values they learned from their parents.  The U.S. not only has plenty of job opportunities, but also provides many other options for people who want to improve their lives, such as education. There are countless continuing education programs, English as Second Language courses for immigrants, and professional training or workshops at reasonable prices. It does not matter where you come from, what skin color you have, what language you speak, or how old you are—everyone has access to opportunities. Back in my earlier days in America, I was not satisfied with my Macy’s cashier job. I wanted to get a better job. The only way to achieve that goal was to improve my English first. I used all the resources I could find—I went to local churches where they offered free English conversation classes for foreigners; I checked out books from the local library to practice reading in English; I also took English speaking and writing classes at a school for adults with my spare time. My English gradually improved over time. Eventually, I was able to get a full-time office job at a non-profit organization as the Contract and Grant Assistant. I continued to study and work hard. I got a promotion within one year. Both my working environment and income were much better than what I had with my cashier job. Even now at age forty-five, after being a stay-home mom for over ten years, I decided to go back to school to pursue the dream I had when I was in my twenties—becoming a veterinary technician. Parkland College and many other community colleges provide learning opportunities for people like me.    People come to the U.S. from all over the world. They grow up with diverse backgrounds and may have various levels of education. They may have different goals and face different challenges in their lives. No matter what, as long as one keeps working hard, never gives up, and believes in oneself, America always has plenty of opportunities for people to make their dreams come true.               Works Cited Flynn, Jack. “Average Global Income [2023]: What Is the Median Income Worldwide?” Zippia. April 13, 2023.  Hall, Jamie Bryan and Robert Rector. “How Poor, Really, Are America’s Poor?” The Heritage Foundation. March 5, 2020.  Newman, Katherine. “Working Poor, Working Hard.” The Nation. August 6, 1996.  

English

The American Dream is Still Real

Learn five basic terms that will help you understand basic grammar. A great video to start with

Rutledge, Steve

Five Terms

Mbanda, Alianna

Parkland College SPARK: Scholarship at Parkland A with Honors Projects Honors Program Fall 2023 Periodontitis Brochure Alianna Mbanda Follow this and additional works at: https://spark.parkland.edu/ah Open access to this Poster is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more information, please contact spark@parkland.edu. PARKLAND PROVIDESDental Hygienist services are available at Parkland to help clean your teeth of calculus. When calculus remain on the teeth, it acts as a seal, locking the bacteria in place and irritating the tissue. Once it is removed, the healing process can begin.HOW TO PREVENTRemove plaque with correct brushing technique and interproximal aids. Talk to your hygienist about the best way to do so.You Have Just Been Told You Have Periodontitis…What Should You Know?BRUSHING TECHNIQUEAn effective way to remove bacteria is using the BASS technique when brushing. This is when you angle your brush toward your gum line and make small agitating motions. Speak to your hygienist about effective plaque removal!WHAT IS NSPT?It stands for Non-Surgical Periodontal Therapy. It is the “gold-standard” to control periodontal infections. It  includes self-care education, “quad-scale cleaning”, and chemical agents to control the disease. Your hygienist will remove the calculus from your teeth. This will remove the cause of the problem, eliminate inflammation and allow your tissue to heal. You will never get the missing bone back with this method but you will begin healing.Each treatment option must be unique your condition and stage of gum disease. Ask your hygienist!ANTIMICROBIAL MOUTHRINSEThis is also known as a mouthrinse. Rinses are available in many stores. aThey work to minimize the amount of bacteria in your mouth which helps to prevent plaque build up.Plaque ->  Gingivitis ->  PeriodontitisIt all begins with bacteria in the mouth. The bacteria in our mouth is constantly forming, even right after you brush. It is called plaque. It needs to be brushed and flossed off of the teeth because it may harden if it stays on the teeth for too long. This is called calculus and only a professional can clean this off of the teeth. If it is not removed, it will irritate your gums and cause you to continuously bleed.If the bacteria remains in the mouth for too long, it can cause inflammation to the gums and bleeding. Calculus on the teeth will keep that bacteria harbored to the gums.  At this point, it is called Gingivitis. This can be reversed by brushing, flossing and visiting your dentist.When Gingivitis has remained so long in the mouth that bone is being lost, it is referred to as Periodontitis. It is an irreversible loss of bone.Symptoms and Risk FactorsInitially, Periodontitis is painless, so you may not even be aware of the disease when it is starting.  A  very common symptom is bleeding gums. Healthy gums do not bleed a lot! Other symptoms include:● Swelling and redness● Your dentist may tell you that you have periodontal pockets or bone loss when doing probe readings● Your teeth move (tooth mobility)● PusSome factors can increase the susceptibility to Periodontitis. Some of those risk factors include:● Smoking and Medications● Diabetes and HIV Infections● Stress and Hormonal Changes● Genetics← Heavy calculus and plaque like imaged here

Periodontitis Brochure

Gulick, Angela

Point of ViewAngela GulickPoint of ViewPoint of view refers to the relationship among the text, the writer, and the reader. There are three different points of view: first-person, second-person, and third-person. Sometimes a writer narrates information that he/she is actually a part of, sort of like an eye-witness report (first-person point of view). Sometime, a writer speaks directly to the reader (second-person point of view).  Sometimes, a writer reports information as merely an objective observer, sort of like a newspaper article (third-person point of view). First-Person Point of ViewPoint of View First-PersonPronouns Used I, me, my, mine, we, our, us, oursFocus The focus is on the  author’s thoughts, opinions, and experiences.What we learn is what the author or, in the case of fiction, the narrator determines is important and has decided to share. What has the author/narrator decided not to share?Examples •diaries, personal letters, and personal email messages•wills (“I, Angela Gulick, being of sound mind and body,) and eye-witness testimony•works of fiction in which the narrator is part of the action.Effect on Readers Readers experience the information and events through the eyes and perceptions of the author/narrator. Therefore, readers may feel a close connection to the author/narrator, may trust what is being said.Readers should be aware that they might also be experiencing the biases, misperceptions, and prejudices of the author/narrator.  Also, readers should ask what they are not being told by the author/narrator. In other words, what’s the agenda here?Second-Person Point of ViewPoint of View Second-PersonPronouns Used you, your, you’re, yours, as well as direct commands such as “Speak,” “Jump,” “Sit down,” and “Do.”Focus The focus is on the reader of the information. The goal is to involve the reader, to help him/her feel directly involved in the information, to feel singled out.Examples •instructions and directions•political speeches (“Ask not what your country can do for you; ask what you can do for your country.”)•advertisements (“You deserve a break today.” “Be all that youcan be.” “Just Do It.”)Effect on Reader Readers feel that they are being spoken to directly, and they may have a close connection to the author because readers are a direct part of the experience.Readers should also be aware that they might be experiencing some manipulation of the part of the author.Third-Person Point of ViewPoint of View Third-PersonPronouns Used •pronouns (he/him/his, she/her/hers, it, they, them, their, they’re)•nouns (the hunter, the doctor, the president, that rabbit)•names (Sam, Dean, Bobby, Jo, Ellen, Cass, John, Mary, Rufus).Focus The focus is on the subject matter itself, not who is writing it (first-person) or who is reading it (second-person).The goal is to focus on the information by itself, to present “just the facts” without interpretation.Examples •college textbooks•magazine, newspaper, and journal articles•reports•works of fiction when the narrator is describing action from some external spot and is NOT part of the actionEffect on Reader The focus is on the information itself and so there is a perception that the information is unbiased and purely factual.However, readers need to look at third-person point of view with just as much criticism and skepticism as any other text.Point-of-View ConsistencyBeing consistent in terms of point of view is important because random switching around can confuse readers. Review this example:My all-time favorite summer activity is riding on a jet ski, and I love it when you feel the wind and spray in your face.The first part of this sentence begins in the first-person point of view (My all-time favorite activity, I love it...).The focus is on whoever is doing the action and the writing; we are learning about this person’s specific experience.The second part of the sentence abruptly switches to second-person point of view (when you feel the wind and spray in your face). Now the focus has switched to the reader, to making the reader a part of the experience. However, in this case, what happens if the reader (the “you”) has never been on a jet ski? The main problem with switches in point of view is that readers get confused on what they are to focus on – the writer? The reader him/herself? The subject matter? Being consistent with point of view throughout your document is your best strategy for clarity.

Point of View

AgreementAngela GulickSubject-Verb AgreementA subject-verb agreement error means that one part of your sentence is singular, and one part is plural. Singular means “one,” and plural means “more than one.” A sentence should be consistent in terms of number (generally all singular or all plural – not both). Think of a sentence like a movie. The subject is the “star” of your sentence, the person or thing around which all action revolves.A verb, on the other hand, is the actual action taking place. Here’s an example: In the movie Die Hard, actor Bruce Willis crawls through a lot of ducts and air shafts.Bruce Willis is the “star,” the one doing the action. That means he is the subject.“Crawls” is the action being performed – that means it is the verb.SubjectsSubjects can be single nouns:•The eight Dalmatians stood in line quietly.•Steven forgot his coffee cup on the roof of the car.Subjects can be two or more nouns:•The Dalmatian and poodle had a puppy.•Steven and Kristy were grumpy on the road trip because they had no coffee.Subjects can be prepositional phrases:Hint from my Grandma Callahan:A prepositional phrase is any time/place a mouse can run. For example, a mouse can run in the rain, around the tree, under the swing set, with its friends, during a snowstorm, by the sofa, among the daisies. One exception to this is the word “of.” •The bag of toys fell off the table.•A pizza with sausage gave me heartburn.•Singing in the rain is my favorite activity.Subjects can be pronouns:A pronoun is simply a word we use to substitute for the actual person/place/thing we are referring to, such as he/his/him, she/hers/her, it, they/them and so on.•They all went out for ice cream after the incredibly boring school play.•She is just about my favorite person on earth. •We couldn’t believe the amount of snow that fell in just one hour!SubjectsA Special Note about Collective Nouns Collective nouns are words that describe a grouping of items or individuals. Here is a list:In some instances, each member of that group is being discussed individually:The jury (members) couldn’t come to a single decision when they cast their different votes.>>> In this case, each juror is making his/her own decision, so plural terms are used.The football team (members) looked uncoordinated as they ran around the field in chaos.>>> In this case, each football player is behaving independently, so plural terms are used.In some instances, the group itself is what is being discussed because the group is behaving as a collective:The committee voted to renew its liquor license even though the cost was high.>>> In this case, the committee is acting as a unit, so the singular terms are used.Last summer, my family talked about vacation spots and it decided to go to New Mexico.>>> In this case, the family is acting as a unit, so the singular terms are used.armyaudienceboardcabinetclasscollegecommitteecompanycorporationcouncildepartmentfacultyfamilyfirmgroupjury minoritymajoritypublic schoolsenatesocietyteamtroupePronounsPronouns are words we use in place of nouns. Here is a list of frequently used pronouns. Pronouns are divided based on number (singular or plural) and in some cases, based on gender (he and she versus it, for example).This list courtesy of http://www.enchantedlearning.com/wordlist/pronouns.shtmlallanotheranyanybodyanyoneanythingbotheacheithereverybodyeveryoneeverythingfewheherhersherselfhimhimselfhisIititsitselfmanyme minemoremostmuchmymyselfneitherno onenobodynonenothingoneotherothersouroursourselvesseveralshesomesomebodysomeonesomethingthattheirtheirsthemthemselvesthesetheythisthoseuswewhatwhateverwhichwhicheverwhowhoeverwhomwhomeverwhoseyouyouryoursyourselfyourselvesPronounsA Special Note about Indefinite PronounsIndefinite pronouns include the following words. Indefinite pronouns are grammatically singular, even though to your ear, they may sound plural. Because these words are grammatically singular, you cannot use plural verbs and pronouns (they, their, they’re, them).Here is an example: When everyone is finished with their Subway sandwich, they should throw their wrapper away. >>> “Everyone,” “sandwich,” and “wrapper” are singular, but “their” is plural. Here are two revisions:Fixes: When everyone is finished with his/her Subway sandwich, he/she should throw his/her wrapper away>>>This version is all singular, so technically, it is grammatically correct (if annoying). Fixes: When all students are finished with their Subway sandwiches, students should throw their wrappers away.>>>This version is all plural because “all students” is now plural. The use of “their” is grammatically correct.I suggest you avoid using indefinite pronouns and replace them with specific nouns. Also, write in the plural when possible so you can use plural pronouns like they/their/they’re/them. anyone anybody anything everyone everybody everythingsomeonesomebody somethingno onenobodynothinganothereachonenone               nothingeitherneitherVerbsWhereas nouns and pronouns describe things (people, places, objects, and so on), verbs describe the actions happening in a sentence. Sometimes the verb describes an action or an event that is actually happening. Sometimes, the verb describes a state of being, describes how something exists.The following slide shows some examples of subject – verb – pronoun agreement.Subject –Verb – Pronoun AgreementWhen your is subject singular, you often will add an “s” to the verb form:Carol loves going antique shopping.Jasper runs around in the snow whenever he gets the chance.He works until 11 p.m. and then drives 29 miles home.When your subject is made up of two or more parts, look at how the parts are joined. >>> If the words are joined with “and,” select a plural verb:Carol and Pat love going antique shopping.>>>If the words are joined with “or” or “nor,” select a singular verb:Carol or Pat loves going antique shopping.>>>Here is another version using the word “nor”: Neither Carol nor Pat loves going antique shopping.When a subject contains both a singular and a plural part joined by “or” or “nor,” the verb should agree with the part of the subject that is nearest the verb.Neither Mom nor my brothers love going antique shopping.Neither my brothers nor Mom loves going antique shopping.Subject –Verb – Pronoun AgreementBe careful when you have information that comes in between your subject and your verb.  The kind old (crazy) lady in my neighborhood who owns all the cats are/is coming to our house for New Years day. My friend Cindy, who works with students with disabilities, adore/adores her job.  My dog, which I got as one of my birthday presents, were/was very happy to see me when I returned home. My niece, but not my three nephews, are/is a big fan of gymnastics. The river that runs under the three bridges are/is at a scary level because of  all of the rain. The football game that we watched in between dozens of commercials were/was boring.Subject –Verb – Pronoun AgreementThe kind old (crazy) lady in my neighborhood who owns all the cats is coming to our house for New Years day.My friend Cindy, who works with students with disabilities, adores her job. My dog, which I got as one of my birthday presents, was very happy to see me when I returned home.My niece, but not my three nephews, is a big fan of                                                            gymnastics.   The river that runs under the three bridges is at a scary                                                                                            level because of all of the rain.The football game which we watched in between                                                                    dozens of commercials was boring.

Agreement

Hannah Maher, a participant in the Phenotypic Plasticity Research Experience for Community College Students, discusses the experience and assigned project

Maher, Hannah

PRECS Student: Hannah Maher

Cameron Lewis, a participant in the Phenotypic Plasticity Research Experience for Community College Students, discusses the experience and assigned project

Lewis, Cameron

PRECS Student: Cameron Lewis

Ethan Perez, a participant in the Phenotypic Plasticity Research Experience for Community College Students, discusses the experience and assigned project

Perez, Ethan

PRECS Student: Ethan Perez

Liu, Xiaoting

Sieving Lab Demonstration Video

Fuoss, Kylie

Parkland College SPARK: Scholarship at Parkland A with Honors Projects Honors Program Spring 2023 Calculating P-values Kylie Fuoss Follow this and additional works at: https://spark.parkland.edu/ah Open access to this Essay is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more information, please contact spark@parkland.edu. Kylie FuossInstructor: Lesile SmithCalculating P-valuesPart 1:EX: A Marine Biologist claims that the mean production of bubbles blown by the population ofsunfish is less than 25 bubbles per hour. (Assume the standard deviation of the population offish bubbles blown per hour is 3.3). A random sample of 35 fish are collected and observed tofind that they have a mean of 22 bubbles blown per hour.Test the Marine Biologists claim at a 0.05 level of significance.Step 1: H : μ= 25 H1: μ< 25Step 2: α= 0.05Step 3:Using ZtestFigure 1We are able to utilize a Ztest because we are given the population standard deviation, if wewere not given a population standard deviation and instead a sample standard deviation wewould then utilize a Ttest if n≥30. μ is our population mean σ is our population standarddeviation “x bar” is the mean of our sample and n is the number in our sample. We select < μbecause we are trying to prove if the mean number of bubbles blown per hour is less than 25.This in turn becomes the null hypothesis μ= 25 and our alternative hypothesis μ< 25. Once youpress “Calculate” the p-value= 3.77x10-8.\Using Normal CDFTo utilize normal CDF we must have a normal population meaning n≥30. We are trying to findthe p-value which will be the area of the curve to the left of 22 bubbles per hour. Noramalcdfcalculates the area under the curve between an interval a and b. Normalcdf syntax isnormalcdf(a,b,μ,σ/(n).5) μ being population mean and σ being population standard deviationand n being number in sample. Because we are utilizing a normal curve we must add orsubtract from 0.5 or 1 to achieve the probability, here we will subtract from 0.5 because 22 isless than the population mean 25 and on that half of the curve the total area would be 0.5.Therefore to calculate less than 22 we will use 22 as “a” and 25 as “b” for our interval andsubtract it from the total 0.5 to achieve the probability we want. 0.5- normalcdf(22,25,25,3.3/35.5)our p-value is 3.77x10-8.Using Table and calculating Z valueTo calculate the Z score we use the above equation where “x bar” is sample mean and μ ispopulation mean; σ is calculated by σ/(n).5and then divided by square root of sample size. Thecalculated Z value is -31.81. You then utilize the table, on the side labeled Z scroll to -31.8 andthen go to the row containing 0.01.Step 4:P-value < αReject null hypothesis.Step 5:There is significant evidence at the 0.05 level of significance to conclude that the mean numberof bubbles sunfish blow per hour is less than 25.Part 2:EX: A study was done on leaves testing the time the leaves turned brown. 1000 leaves weresampled and showed that 333 of them turned brown by the beginning of September. Is theresignificant evidence to conclude that the rate of leaves turning brown by the beginning ofSeptember differs from 0.52, the proportion of leaves that had turned brown last year by thebeginning of September? Test with a 0.01 level of significance.Step 1:H : p=0.52 H1:p≠ 0.52Step 2: α=0.01Step 3:1PropZTestHere we use 1PropZTest because this problem deals with proportions. We are given aproportion to test p =0.52, x is the number out of the total sample 333 and n is the sample1000. We choose p≠ because we are just testing if it is different, not if it is above or below.Press “Calculate” to find that p= 2.61x 10-32Using Normal CDFTo utilize normalcdf we will need a normal distribution. To create this we find a Z score using theabove equation. P is our population proportion 0.52 and “p hat” is our sample proportion with333/1000=0.333. In a normal distribution the mean is 0 and the standard deviation is 1 whichwill be utilized in normalcdf. The calculated Z value is -11.84. Using this as our interval numberwith 0 we calculate normalcdf.Using Table and calculating Z valueThe z value has already been calculated above to be -11.84. Using the above table we can usethe column to find -11.8 and the row to find .04 for our p-value.Step 4:p-value < αReject null hypothesisStep 5:There is evidence at the 0.01 significance level that the number of leaves turned brown at thebeginning of September is not 0.52.Part 3:EX: In a balloon museum, attendants have been polled to determine if a relationship existsbetween age and enjoyment of said balloon museum. The results are present in the table below.Test at a level of 0.05 significance.Museum Enjoyment Level AgeChild (<18) Adult (>18)TotalEnjoyed: 100 25 125Did not Enjoy 45 20 65Total 145 45 190Step1:H : Enjoyment of museum and age are independentH1: Enjoyment of museum and age are dependentStep 2:α= 0.05Step 3:Using X2- test for independence (calculator)A= 100 2545 20E= (RxC)/nB= 95.39 29.6149.61 15.39p-value= 0.0976Here we just simply calculate the matrix values from matrix A into matrix B using E= (RxC)/nwhere R is the sum of the row, C is the sum of the column and n is the total number. We thenutilize our calculator Chi Square Test for Independence to find the p value 0.0976.Using X2cdfUtilizing this X2cdf we can take our X2 value from the formula above calculating 2.744 andutilize it in X2 cdf. With the formula p-value= 1- X2cdf(0,2.744,n-1) n-1 being the degree offreedom which is 2-1=1.Using Chi- Squared TableTo utilize this table we calculate our degrees of freedom (n-1) in our case 189 and then we lookat our significance level and then we will find our p-value.Step 4:P-value > αFail to reject the null hypothesisStep 5:There is not enough evidence at the 0.05 significance level to conclude that the enjoyment ofthe museum and age are dependent.Part 4EX:A sewer is interested in the preference of 3 different sewing machines, Singer, Brother andJuki.The last 900 sales show that 350 customers bought Singer, 323 bought Brother and 227bought Juki. Test the hypothesis using 0.01 significance level that the 3 sewing brands areequally popular.Step 1:H : p1=p2=p3H1: proportions are different from what was specified in HStep 2:α= 0.01Step 3:X2 Goodness of Fit Test (formula)ObservedFrequencies350 323 227ExpectedFrequencies300 300 300Using this formula where O is observed, E is expected, we can find our X2 value. We can thenuse X2Cdf with formula p-value= 1- X2Cdf(0, x2, degrees of freedom) to find our p-value.Using X2Goodness of Fit (calculator)For this method we just type in our data into L1and L2 then choose the GOF test and it willcalculate the p-value for use, p-value= 8.92 x 10-7Using GOF programThese are the steps to take to add the GOF program to your calculator if your calculator doesnot already contain it. Afterward you can enter your L1and L2 lists then select programs andselect CHIGOF and it will calculate the p-value.Using Chi-Squared TableTo utilize this table we calculate our degrees of freedom (n-1) in our case 2 and then we look atour significance level and then we will find our p-value.Step 4:p-value<αReject null hypothesisStep 5: There is significant evidence at the 0.01 level that there is a preference for a certainbrand of sewing machine.

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