Case Study 2 Design Scenario - BRead the following Genome4U.docx

Case Study 2: Design Scenario - B
Read the following Genome4U case study
Genome4U, a scientific research project at a large university
that plans to sequence the genomes of 100,000 volunteers. The
project will also create a set of publicly accessible databases
with genomic, trait, and medical data associated with the
volunteers. Genome4U’s fund raising is going well, and the
project is building a multistory lab for about 500 researchers.
The project network engineers will be implementing a new
internetwork for the lab using Cisco switches and routers. The
network engineers plan to use EIGRP on the new routers.
However, network designs are never that easy. The new
internetwork also needs to communicate with many business
partners, including a nearby biology lab that uses RIP and a
fund-raising office that uses OSPF. The lab also needs Internet
access, which it hopes can be achieved by simply connecting the
network to the university’s campus network, which has Internet
access.
Write a two to four (2-4) page paper in which you:
1. Design a plan to integrate the different routing protocols into
a new network design for Genome4U's lab.
2. Identify the information you will redistribute between routing
protocols.
3. Identify the problems you expect to encounter (with different
metrics, security, etc.) when you redistribute.
4. Explain how you will overcome the problems.
5. Explain how you will provide Internet access.
6. Use at least two (2) quality resources in this assignment.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size
12), with one-inch margins on all sides; citations and references
must follow APA or school-specific format. Check with your

professor for any additional instructions.
· Include a cover page containing the title of the assignment, the
student's name, the professor's name, the course title, and the
date. The cover page and the reference page are not included in
the required assignment page length.
Inquiry Project Draft
Mohammed Almuaqqil
HDFS101-02&03FALL 2018(previously FCS 101)INDIVIDUAL
AND
FAMILY DEVELOPMENT AND WELL-BEING: ACROSS THE
LIFESPANA Blended& FlippedCourse
Instructor: Wendy Bianchini Morrison
11/05/2018
Table of Contents
Inquiry Topic and Bronfenbrenner's Model
.................................................................................... 2
Inquiry

...............................................................................................
.............................................. 2
Cross-Cultural Comparison
...............................................................................................
............. 5
References
.......................................................................................... .....
........................................ 7
file:///C:/Users/Mohammed%20Almuaqqil/Desktop/InquiryProje
ctDraft.docx%23_Toc529195373
Inquiry Project Draft
Inquiry Topic and Bronfenbrenner's Model
The relationship education influences the development of
human. It encompasses the microsystem
which is the first layer in the Bronfenbrenner's Ecological
Model. The microsystem is the
immediate environment of the human and deals with the
interpersonal relationships (Sallis, Owen,

& Fisher, 2015). The interaction of the individual with
immediate surroundings is shaped by his
or her behaviour. The quality of interaction is determined by the
attitude or perceptions of the
individual to the social, interpersonal relationships in the
immediate environment. The interaction
with siblings, parents, friends and partners constitute the
microsystem. This inquiry report
investigates the impact of relationship education on human
development.
Inquiry
The developmental course of an individual is influenced by the
behaviour which is shaped by
interpersonal relationships. The context of a relationship is an
integral part of different stages of
human development. According to Reis, Collins and Berscheid,
human development is tightly
connected to the relationship context influencing human
behaviour. The changing interpersonal
relationships impact the experiences of individuals. The
behaviour of human changes implicitly
influences the development of certain traits and characteristics
in the human personality.
The human developmental course has many stages from birth

till death. The experiences of
individuals change at every stage of development and impact
the mental, physical, emotional and
intellectual development. The cultivation of healthy
interpersonal relationship context is
imperative to promote the mental, physical and emotional well-
being of the individual at every
stage of life. The relationship context is the primary component
of an individual’s behaviour.
Therefore, it has an implicit relationship with human
development. The social psychologists laid
great emphasis on the analysis of relationship context,
interpersonal relationships and social
interactions of the individuals from different perspectives
accounting for the dynamic nature of the
interaction patterns (Reis, Collins, & Berscheid, 2000).
There are different categories which have some similarities and
differences. The intimate
relationship context is one of the categories which is governed
by a different set of rules. The social
exchange theory emphasizes that individuals tend to maximize
the benefit and minimize the cost,

and this tendency constitute the foundation of some categories
of relationships. The knowledge of
rules applicable in different domains of relationship positively
influences the behaviour of the
individual. The relationship education is about learning the
principles governing different social
domains. The knowledge of functioning properties of different
interpersonal relationships
characterizes the context and interaction pattern.
The individualistic perspective focuses on the biological
properties of the individual to study
behaviour. The genetic makeup of different species helps in
understanding the association of some
traits with the behaviour. The functionality of relationships is
based on the interdependency of
different relationship domains constructing a system in which
individuals interact at different
levels of social domains. This multi-level system becomes
highly complex and integrated as the
individual enters a new stage of development. The nested
system of relationships exists in the
immediate surroundings of the individual. The periodic
evolution of these systems with the
passage of time shapes the personality and emotional,

intellectual and mental development of the
individual. The relationship education improves the functioning
of the individual in different social
domains and a better understanding of roles of different
relationships by the identification and
recognition of needs of interpersonal relationships.
The relationship education encompasses the connection of
humanity with nature. The strong
relationship between people and different components of nature
influence the development of
human and plays a critical role in sustainability. The promotion
of pro-environment behaviours
becomes a part of relationship education and shapes the
interaction of people with nature. The
qualitative nature of this relationship is based on the
experiences of individuals with a wide variety
of nature’s component. The emotional and experiential are two
major types of relationships in the
domain of human and nature connection. According to Ives et
al. (2017), the study of the
connection between human and nature is imperative for
sustainable development.

The environmental psychology focuses on the behaviour of
individuals towards nature and
analyzes different factors which influence this behaviour. The
relationship education can facilitate
the development and enhances the prospects of sustainability by
strengthening the relationship
between human and people. The integration of cultural and
social values with environmental
values can be a major step towards sustainable development
(Ives, et al., 2017). This
heterogeneous relationship is encompassed various factors
which either implicitly or explicitly
influence the development.
An interview would be conducted with two different groups of
individuals. The first group would
consist of three individuals of an individualistic culture. These
individuals would at a different
stage of development. The second group consists of individuals
of collective cultures. The
interview questions would investigate the experiences of
individuals, personality traits, socio-
economic conditions, level of relationship education they
received, expectation associated with
different roles of interpersonal relationships, perceived social

contexts, practices rules or principles
for different categories of relationships, differences and
similarities in principles for different types
of social interactions and perceived quality of interpersonal
relationships. The socio-ecological
transformations significantly influence the interactions of
individuals with nature and their attitude
towards the environment.
Cross-Cultural Comparison
The impact of relationship education on human development
varies across different cultures. These
variations depend on social norms, beliefs and practices. The
social context of one may differ from
the social context of another culture. The motivations, needs
and demands of the interpersonal
relationships in different societies determine the influence of
relationship education. The
interpersonal relationship context of the collective societies is
different from the social context of
individualistic societies. The culture of collectivism promotes
interdependence. However, in these
societies, the extent of socialization is relatively lower than that

of individualistic societies, but the
level of intimacy is high. The role-based expectations are high
in the social context of collective
cultures in which the influences of interpersonal relationships is
high.
The social context serves as the medium for the transmission of
cultural values. The cross-cultural
examination shows that the development of children in the
collective cultures is largely influenced
by the interpersonal relationship experiences. In these societies,
the people tend to avoid the risk
and depend on others for making their decision. This approach
limits the intellectual and emotional
growth of the individuals. On the contrary, the individuals of
individualistic are independent and
tend to take risks. The reduced interdependence in the
individualistic societies minimizes the need
for cooperation and eventually, reduces the significance of
interpersonal relationships and their
influence on the behaviour of the individual.
The difference in the level of power distribution influences the
needs, motivations and expectations

related to interpersonal relationships. The centrality of
relationships is determined by the
perception of individual towards their functions and
consequences. The concept of survival is
highly significant in the determination of tendency to the
cooperation and collectivism. In
collective cultures, social relationships are perceived as a
strategy of survival. This perception
complements the experiences of individuals eventually,
influencing the development of the
individual. It implies that the relationship education has
relatively more influence on the human
development of collectivistic cultures than that of the
development of individuals in the
individualistic societies.

References
Ives, C. D., Giusti, M., Fischer, J., Abson, D. J., Klaniecki, K.,
Dorninger, C., & Raymond, C. M.
(2017). Human–nature connection: a multidisciplinary review.
Current Opinion in
Environmental Sustainability, 26, 106-113.
Reis, H. T., Collins, W. A., & Berscheid, E. (2000). The
relationship context of human behavior
and development. Psychological bulletin, 126(6), 844.
Sallis, J. F., Owen, N., & Fisher, E. (2015). Ecological models
of health behavior. Health behavior:
Theory, research, and practice, 5, 43-64.
FINAL PAPER FORMAT sec. 3.html
FINAL INQUIRY PAPER ASSIGNMENT FORMAT
HDFS 101
50 points
Papers will be written in APA format and should be about 5-6
pages in length (the quality of the paper is much more important
than the actual length, but they should not be less than 4 pages,
and not longer than 6 pages, plus a reference page, and any
photo pages.) Papers will be submitted to the D2L Assignment

Dropbox by the deadline. NO LATE PAPERS will be accepted.
See syllabus for the due date.
Using APA formatting (no abstract is needed), your paper needs
to include the following sections:
#1) Inquiry Topic & Bronfenbrenner’s Model (5 points)
A very brief paragraph introducing your topic and
Bronfenbrenner’s Model.
#2) Inquiry (20 points-10 points for academic research, 5
points for your interviews, 5 points for other research--
observations, non academic sources, etc.)
A description of the information you found on your topic—
academic research (you should integrate information from the
annotated bibliography), interview information, field trips,
observations, photos, other non-academic sources (websites,
etc.). This should be about two-four pages in length. You
should have more information on your topic from interviews
conducted since the draft, and any additional information you
have found.
#3) Cross Cultural Comparison (10 points)
A brief description of what this topic looks like in another
culture. You can include photos or other graphics if relevant
that you found in your inquiry, but not required. This should be
about one page in length in text, and can be longer if you
include photos.
#4) Implications and Conclusion (5 points)
What does your inquiry tell us about human development? This
should be about one paragraph to one page in length.
#5) References (5 points)
Include ALL references from your inquiry. These should be the
full citations that match the citations in the body of your paper.
Please follow the APA referencing guidelines posted. Here's a
resource for APA
citing: https://owl.english.purdue.edu/owl/resource/560/01/.
Also include “personal communication” citations for all
interviews. Examples of how to cite personal communications

are posted in the WRITING GUIDELINES. Technically you
wouldn't cite interviews for APA, but for this assignment I DO
want them cited.
#6) Clarity of ideas, grammar, flow (5 points)
HIGH STANDARDS OF ACADEMIC WRITING ARE
EXPECTED.
1
Integrative Inquiry Project
Wendy Bianchini Morrison
HDFS 101
As part of the requirements of a university CORE IS course, you
will be required to fulfill a
semester long inquiry project. This project will include
scholarly research into a topic of your
choice, written progress throughout the semester, a final written
paper describing yo ur inquiry
findings, and a “Pecha Kucha” style presentation to your
classmates in a small group at the end of
the semester.
Integrative Inquiry Project: 185 TOTAL POINTS Human
Development is an
INTERDISCIPLINARY field, meaning research from almost
every field of study contributes
to our knowledge and understanding of human development.
As a CORE IS course, our class contains students from many
different fiel ds of study. Therefore, we

are going to use our interdisciplinary make -up to see how these
different disciplines impact
development. We are going to be using Urie Bronfenbrenner’s
Ecological Systems Model as
a starting point.
Ecological systems theory, developed by Urie Bronfenbrenner,
also called developmental
systems theory or human ecology theory, identifies five
environmental systems with which an
individual interacts: the microsystem, the mesosystem, the
exosystem, macrosystem, and the
chronosystem. This theory provides the framework from which
developmentalists study the
relationships with individuals' contexts within communities and
the wider society.
INQUIRY: In your field of study, or if undecided, an area of
study of interest to you, identify one
factor that you are interested in and analyze its impact on
human development.
http://en.wikipedia.org/wiki/Urie_Bronfenbrenner
2
INQUIRY QUESTION: How does some factor of your choice
impact
human development?
Examples of broad topics—you can make your topic more
specific if you would like:
What is the impact of the food children have access to in

schools on human development?
What is the impact of the design of a building, a neighborhood
or a city on human development?
What is the impact of having healthcare coverage or not on
human development?
What is the impact of different types of early childhood
education on human development (ie:
Montessori, Waldorf, Head Start, etc.)?
What is the impact of photography, film or other
art/entertainment on human development?
What is the impact of a particular historical event on human
development?
What is the impact of a specific agricultural practice on human
development?
What is the impact of access to clean water on human
development?
What is the impact of a specific mental illness on human
development?
Engage in a comprehensive inquiry of your chosen topic.
Your inquiry will include:
- at least two peer-reviewed academic journal articles related to
your topic.
- at least one cross-cultural example comparing your topic in
one culture (this would

most likely be your own culture) to a similar or comparable
topic in another culture.
- at least one face-to-face interview with a professional related
to your topic (think
about interviewing a professor in your department, or someone
else with
professional expertise. You may also conduct additional
interviews with non -
professionals with experience with your topic.)
- interactive exploration of your topic (this should include
visiting relevant sites, such
as schools, neighborhoods, art exhibits, medical settings, etc.,
interviewing others
about your topic, and documenting what you find by taking
photos, making notes).
The project includes the following components:
1) Participate in a research session at the MSU library: 10
points.
2) Work on the project in stages throughout the semester,
including identifying your inquiry topic:
10 points, completing an annotated bibliography: 25 points, and
a draft of your paper: 50
points.
3) Create a 5-6 page research paper summarizing the results of
your inquiry: 50 points.
4) Create a peer-evaluated “Pecha Kucha” presentation to share
your findings in small groups: 40
points.

TIPS FOR CHOOSING A TOPIC
Here are some things to consider when thinking about a topic:
3
What is a topic that will be beneficial for you to learn more
about either for your future career, your
major, or your personal life? What is a topic that is really
interesting to you?
What is a topic that allows you to access a professional/expert
to conduct a face -to-face interview
this semester? This could be a professor on campus who does
research on this topic, or
someone in the community who works professionally in your
topic ar ea. This could allow
you to get to know someone on campus in your department or in
the community who
works professionally involving your topic.
In your preliminary research, what is out there about your
topic? Do you need to expand or
narrow your topic? Sometimes your initial research will help
you decide which topic you
want to select.
Feel free to discuss your ideas with Professor Morrison!
PRESENTATION FORMAT
Presentations will be done in mini “Pecha Kucha” style—20
slides, 20 seconds each. Go for imagery

rather than a lot of text. It needs to reflect what you found in
your inquiry. Presentation
grade will be based on peer evaluation from your group.
See D2L for more details.
PAPER FORMAT
pages in length (the quality of the
paper is much more important than the actual length, but they
should not be less than 4
pages, and not longer than 6 pages, plus a reference page.)
Papers will be submitted to the
D2L Dropbox by the deadline. NO LATE PAPERS will be
accepted.
Tentative Project Timeline
This is intended to help you stay on track with this project.
Required elements are identified
by the points they are worth. Other aspects are recommended.
Weeks 1-6: Identify your topic. Do preliminary research on
topic ideas. Come to the instructor’s
office hours to discuss topic ideas. Research & Finalize Topic.
Visit with one of the library
research sessions offered to get ideas on how to find academic
res earch to further your
inquiry into your topic. Attend one LIBRARY RESEARCH
SESSION. 10 Points. Finalize
your topic. Submit your INQUIRY TOPIC to the D2L
DROPBOX by the deadline. 10

points.
Weeks 6-8: Read academic information about your topic. Work
on your Annotated Bibliography.
Outline what you still need to do for your paper. Set up an
interview to talk to a
PROFESSIONAL about your topic for later in the semester,
after you’ve completed some of
your academic research.
4
Week 8: ANNOTATED BIBLIOGRAPHY due in the D2L
dropbox by the deadline. See posting
for instructions for this assignment under “Inquiry Project” in
CONTENT. 25 points.
Week 9: Go out in the community to do more research. Take
pictures (if appropriate an d allowed),
talk to people, make observations, gain more first-hand
knowledge about your topic.
Identify your cross-cultural comparison. Go back to the library
and find an example of your
topic in another culture. Complete additional research on your
cross -cultural comparison.
Add your cross-cultural comparison to your draft.
Week 10-11: Integrate the research that you found from your
annotated bibliography into
your draft. Complete the Proofreading Form for a classmate.
Week 11: INQUIRY DRAFT & PROOFREADING FORM DUE
into D2L Dropbox by the deadline.
50 points.

Week 12: Complete all interviews for the paper. Work on your
Pecha Kucha presentation.
Week 13: Integrate feedback into your paper. Complete all the
components of the final paper,
integrate interview information into your paper. Give and
provide feedback on structure of
final paper with a peer.
Week 14: FINAL INQUIRY PAPER Due. See syllabus for due
date. 50 points.
Week 15: FINAL PRESENTATIONS. Present your Pecha
Kucha containing your inquiry findings
in small groups in class. Peer evaluated. 40 points.
INQUIRY PROJECT DRAFT #2.html
INQUIRY PROJECT DRAFT
50 points
DUE: See syllabus.
In a WORD, PDF, or HTML document, submit to the D2L
assignment dropbox called “INQUIRY DRAFT” of your Inquiry
Project. This part of the written project will likely take you the
most time. This includes most of the components of the final
project EXCEPT the professional interview. You will have the
opportunity to get feedback on this draft and make any
necessary revisions before you submit your final paper in a few
weeks. For students who put a lot of effort into the draft, they
often do not need to make too many revisions for their final
paper.
***Remember that if you have any questions about your project,
you are encouraged to talk to Wendy--ask questions in class, go

to her office hours, make an appointment to meet with her, send
her an email.
In this document include the following sections to receive full
credit for this draft:
A very brief paragraph introducing your topic and where if falls
in Bronfenbrenner’s Model.
#2) Inquiry (15 points total)
A description of the information you found so far on your
topic——this is where you integrate the academic research you
have found, including the information from your annotated
bibliography, field trips, observations, photos, other non-
academic sources (websites, etc.), and any interviews you have
conducted. If you have not yet completed any interviews,
include a description of your preparations for conducting at
least one professional interview, and any additional interviews.
This section should be about two-three pages in length.
culture. This should be about one page in length in text. See
the additional information on cultural comparisons posted in the
WRITING GUIDELINES.
full citations that match the in-text citations in the body of your
paper. Please follow the APA referencing guidelines posted.
Here's a resource for APA
Also see the sample paper posted for an example of how to
format your in-text citations, and your reference section.

want them cited.
#5) Proofreading Form (10 points) Attach a copy of the
proofreading form that has been completed by a classmate in the
course. You do not have to fix your paper based on the
feedback for this draft, although you would probably get a
better grade on the draft if you did!
#6) Overall grammar & writing structure (5 points). Be sure
your paper reads clearly and fluidly.
DUE: Submit your INQUIRY DRAFT & completed
PROOFREADING FORM to the D2L ASSIGNMENT
DROPBOX by the posted deadline.
For all writing assignments for this course, you need to create
your document in either WORD, PDF, or HTML—that means
when you save your response the document title should be
followed by either .doc, .docx, .pdf, or .html (if you do not use
one of these formats, there is a chance that your response
cannot be read and you won’t get a grade for it. Go to a campus
computer lab for help if you don’t know how to follow these
instructions. PAGES is not an approved format). You will
then save it & upload it into the ASSIGNMENT DROPBOX in
D2L under “INQUIRY DRAFT” by the deadline.
***NOTE: Once you've submitted your paper into the D2L
assignment dropbox, you will get an email confirming your
submission was successful. SAVE THIS EMAIL. If you ever
have any issues, you will need to provide this email
confirmation to prove that you did actually submit your paper
successfully. If you don't get the email, you can't assume your
submission was successful.
50 points

DUE: See syllabus.
paper.
her an email.

WRITING GUIDELINES.
want them cited.

50 points
DUE: See syllabus.
paper.
her an email.

WRITING GUIDELINES.
want them cited.

Mohammed Almuaqqil
Assignment #2
Wendy Bianchini
10/08/2018
According to the ”Relationship Context of Human Behavior and
Development” Says

“influence of social relationships on human development and
behavior is receiving increased
attention from psychologists, who are central contributors to the
rapidly developing
multidisciplinary field of relationship science.”
So that, Intimate relationships are a fundamental part of human
development. And it is
crucial for us to have a strong relationship in order to have a
healthier family. As a belief, a
relationship is continuous for life, and it does not matter who
the partner is, it can drive us to the
better community. Relationships and love take effort, and when
a couple stops working on the
relationship, both partners can become very lonely, love can
fade, and intimacy can evaporate.
In this point I’m trying to express the different perspective of
the individual, so that how
is raising a child in the way of understanding human
development is essential.
According to the “Human–nature connection” The relationship
between people and nature
has attracted rising interest among scientists, given evidence of
health and well-being benefits from

human interaction with nature and its contribution to addressing
sustainability challenges. Indeed,
while humanity is ultimately dependent on natural resources,
the urgent need for human
populations to be reconnected to nature or embedded within
ecological limits has been recently
emphasized by many sustainability scientists.
Relationship education helps children understand themselves
biologically and prepare to
face up the world so that they do not feel victim to themselves.
It also empowers girls and boys to
face up any kind of struggling in their life. Also, It has long
been recognized that countries that
have a more open and positive attitude toward sexuality have
better sexual health outcomes. So it
is dependent on us to understand how important to teach our
kids about the relationship.
Here I will express the benefits of teaching and understand the
relationship in early age.
Because healthy relationship leads the family to have more
advantage connection with their kids.
So it parents responsibility to choose what kind of house they
want their kids to be.

Citation
- Montana State University Libraries. (n.d.). Retrieved from
https://www-taylorfrancis-
com.proxybz.lib.montana.edu:3443/books/e/9781351153676/cha
pters/10.4324/97813511
53683-1
- Montana State University Libraries. (n.d.). Retrieved from
https://www-sciencedirect-
com.proxybz.lib.montana.edu:3443/science/article/pii/S1877343
517301264

pters/10.4324/9781351153683-1
pters/10.4324/9781351153683-1
pters/10.4324/9781351153683-1
517301264
517301264
Inquiry Project Writing Guidelines-PLEASE READ.html
HDFS 101 WRITING GUIDELINES
**Please refer to this resource before turning in all papers in
this course
Please follow APA formatting as much as possible for your
INQUIRY PROJECT, in terms of how to reference. The
structure of your drafts and the final paper will not necessarily
follow strict APA guidelines (for example, you will not do an
abstract), but it will be close, and the referencing does need to
be APA style. I give you examples of APA referencing below.
See the Purdue On-Line Writing Laboratory (OWL)
at https://owl.english.purdue.edu/owl/resource/560/01/ for
complete APA guidelines.
Please take advantage of the resources offered by the Writing
Center on campus to get more support with your writing. Go to
the following link for more
information: http://www1.english.montana.edu/wc/.
I. SPECIFIC COMPONENTS OF THIS PROJECT:

Cultural Comparison Component
Part of the requirement for this assignment is to perform a
comparison of your topic in at least two cultures. Your main
inquiry is most likely taking place in the culture where you are
the most familiar—for most students this will be the United
States, but not necessarily. Then you need to find an example
of what your topic looks like in another culture.
Culture Defined
Culture is a complex term that helps form one’s worldview or
ways of knowing. Culture typically consists of the shared
values, norms, traditions, customs, arts, history, folklore,
language & institutions of a group of people. It creates the lens
in which we see the world. There are also subcultures that
exist within larger cultures that contribute to a person’s
worldview. There are subcultures that can be influenced by
socioeconomic status, religion, gender, sexual orientation,
regional differences, etc.
Because the topics for this assignment are so diverse, the
cultural comparisons will vary as well. For many students, they
will find an example of their topic is another country for their
cultural comparison. This is great. But if that is not possible or
relevant to your topic, there are other components of culture
that you could research as well. You could compare groups of
people from different socioeconomic groups (poverty vs. the
middle class), geographical differences within the same country
(urban vs. rural), different religions, different sexual
orientations (heterosexual vs. homosexual), etc.
While I do want students to look at their topics from a wider,
global perspective, and I would like students to see if they can
find examples of their topic in other countries, understand that
the cultural comparison is not limited to that.
Research and Sources
In terms of where to find sources for your cultural comparison,
I would recommend starting by doing academic research in the
library. Be sure to use the reference librarians for assistance if
you are struggling. But depending on your topic, you may need

to use other sources for your research as well that may not be
academic sources. That is OK for this section. You need a
minimum of two peer-reviewed academic journal articles for
this project as a whole, but you are allowed (and encouraged) to
use other sources for your inquiry as well. The Internet is
probably going to be your best source of information for your
cultural comparison, besides the reference librarians. If there is
anyway to talk to someone or gain first hand information about
your cultural comparison (observations, interviews, etc.), that is
also highly encouraged, but not required. Remember, you will
need visuals for your final presentation of your inquiry (the
Pecha Kucha).
Interview & Observation Components
You are required to interview a PROFESSIONAL or EXPERT
on your topic. This could be someone who conducts research on
your topic, or works in some sort of professional capacity
around your topic (a doctor, teacher, nurse, professional
engineer, etc.) Think about finding an expert on campus--look
at department websites across campus to see the research topics
of faculty that might be related to your topic. You can also
interview someone you know who works in a professional
capacity. Interviews should be FACE TO FACE. You may do a
Skype or phone interview if you've cleared that with your
instructor. Email interviews are not accepted. Please talk to
your instructor for interview ideas. DO NOT WAIT UNTIL
THE LAST MINUTE TO TRY TO SCHEDULE YOUR EXPERT
INTERVIEW. You should set up something NOW for mid to
late October, or very early in November. The expert interview
needs to be included in your FINAL PAPER, but is not required
for the DRAFT. Your academic research on your topic should
help you formulate your interview questions. From what you
discovered about your topic, what questions do you want to ask
this expert?
In addition to your expert interview, you may also interview
people who have had personal experience with your topic. You

may also complete some observation related to your topic.
If you are conducting any personal interviews for your topic (in
addition to the required professional interview), and you want
to keep your personal interviewee's identity confidential, then
just give them a fake name and use that for your paper, and for
the citation. For example, in the paper I would put:
According to my interview with Jane Smith, which is not her
real name, she stated, "It is really challenging to have a special
needs child" (Smith, 2016).
And then in your reference section you would put:
Smith, J., (2016, Nov. 6). Personal Communication, Billings,
MT.
YOU NEED TO INCLUDE THE REAL NAME AND PLACE OF
WORK FOR YOUR PROFESSIONAL INTERVIEWEE.
Please follow these instructions for writing up the information
you gathered from your interviews:
In your future careers, as well as in college, when you write
about another person, whether it is a student, a patient or client,
an interview subject, or someone who you've observed, it is
your professional and ethical responsibility to be very
thoughtful about the language you use in your descriptions.
Whenever you describe information given to you in an interview
or observation, you must make it clear where you got ALL of
your information (either it was told to you by the interviewee or
you observed the behavior in your observation) and use
neutral*, non-judgmental language. For example, you must say
for each sentence whether the information was reported to you
or it was observed. Don’t just state what you THINK, or your
assumptions. It MUST be backed up with what was
OBSERVED or STATED. Be as specific in your observations
as possible.
For writing up your interviews, you can use the person's name if
they are your "expert." If you did some personal interviews,
please keep those people's identities' private. You can make up
a name or use initials when referring to them in your paper.
In academic papers you use a person's last name when you are

referring to them throughout your paper. So you introduce them
initially by their full name: Dr. Sarah Jones. But then
throughout the paper, you would just say, Jones stated,
reported..... This is the same for when you are referring to
someone's research--use their last name. "According to
Morrison...."
For example:
“I interviewed James Knight. He reported that he is a licensed
teacher and has been teaching in Belgrade, Montana since 2002.
Knight stated that he has worked with children with disabilities
and these are some of the experiences he described....”
“During my observation of the preschool, one child who
appeared to be about 3 or 4 years old, appeared to have a hard
time concentrating during circle time as evidenced by her
speaking throughout the activity and the constant fidgeting of
her hands and feet...”
***You have to back up ANY assumptions you make in your
observations (ie: that the student had a hard time concentrating)
with behavioral evidence that you observed.
APPLYING THEORY:
If you apply developmental theory to any of your observations,
you MUST use tentative language. For example: “According
the Brofenbrenner's theory, the child may be suffering due to
the lack of the connection between her microsystem and
exosystem. She appears to be struggling in her situation based
on the following statements…..”
You are not stating FACT, but rather a hypothesis.
Do NOT include any opinions or judgments in academic papers
UNLESS YOU MAKE IT VERY CLEAR THAT YOU ARE
STATING YOUR OPINION or CONCLUSIONS BASED ON
YOUR INQUIRY. DO NOT EVER STATE YOUR OPINION
AS FACT when writing about other people.
Think about if the person you are writing about were to read
what you have written about them—would they feel judged,
would they feel as though you are seeing them as inferior,
deficit, lazy, pathological, etc.? Also ask yourself about each

sentence: According to who? Is it clear to the reader where I
got my information? If it is unclear, then you need to clarify
where the information came from (again, was it reported to you
by your interviewee? Behavioral observations? Results of
research? The tentative application of a theory?)
REMEMBER: You are trying to describe the person in a
respectful way, and while it is virtually impossible to view a
person different from you without any of your own biases or
judgments, a major goal of being a helper is for you to increase
your awareness of your biases, which is the lens in which you
view the world, so that you can set them aside and just
OBSERVE the client, and perhaps use a theory to help you
better understand them, in order to produce an informative
description of them.
*As neutral as possible.
II. D2L Submission Information
then save it & upload it into the DROPBOX in D2L by the
deadline.
Once you've submitted your paper into the D2L dropbox, you
will get an email confirming your submission was successful.
SAVE THIS EMAIL. If you ever have any issues, you will need
to provide this email confirmation to prove that you did actually
submit your paper successfully. If you don't get the email, you
can't assume your submission was successful.
III. Paper Structure and Mechanics
1. Cover sheet:
Include:
a. Your name and date

b. Section number
c. Instructor's name (spelled correctly)
d. Paper title
OR you can follow APA structure for cover sheets.
***Please do not include an abstract for your paper.
2. Paper format:
a. Typed, double -spaced
b. 12-point font type maximum, no less than 10-point
c. USE HEADERS FOR EACH SECTION OF YOUR PAPER ie:
INTRODUCTION & BRONFENBRENNER'S MODEL,
INQUIRY, CULTURAL COMPARISON, IMPLICATIONS,
REFERENCES
d. Follow the page number guidelines in the assignment
e. Paper will include ONLY the information asked for in the
report description—leave out all extraneous information. DO
NOT add “fluff” to your paper just to meet the minimum page
requirement. A complete yet short paper is better than a longer
paper that is full of “fluff,” or unnecessary information.
f. Cite references according to paper requirements (see
instructions below for citing).
g. Submit papers by the D2L deadline (papers MUST be turned
into the D2L dropbox by the deadline. There is no way for you
to submit papers past the deadline). PAPERS EMAILED TO
THE INSTRUCTOR WILL NOT BE ACCEPTED.
II. REFERENCING (also known as CITING your references)
If you state any piece of info. in your paper that you got from
somewhere else, YOU MUST CITE THE SOURCE. If you
don’t, then you are PLAGIARIZING and it can lead to failing
grades and even getting asked to leave the university. THIS IS
VERY IMPORTANT. Referencing can either be of a book,
journal article, lecture, interview, website, or other piece of
information. WITH SO MUCH INFORMATION OUT THERE
TODAY, YOU NEED TO START RECOGNIZING WHAT ARE
APPROPRIATE ACADEMIC SOURCES AND WHAT ARE
NOT. Just because you found something on the web DOES
NOT mean it is necessarily a legitimate source. Talk to your

instructor if you have any questions about sources. You must
CITE your source after you refer to any information that is not
your own in your paper.
Examples for citation in the body of your text:
THERE ARE 2 WAYS YOU CITE INFORMATION (Direct
quotes vs. paraphrasing) AND ALL CITATIONS MUST BE
CITED IN 2 DIFFERENT PLACES (shortened in the body of
your paper and then the full citation at the end of your paper in
the REFERENCE section.)
This is APA format for referencing.
1. REFERENCING IN THE BODY OF YOUR PAPER:
Paraphrasing a lecture or something out of another piece of
information:
Example A: Statistics show that college students suffer
episodic stress 30% of the time (Morrison, lecture, 2017).
Example B: Many factors affect the rate of maturation (Belsky,
2016).
(Do not include a page number in this type of referencing)
Example C: For direct, word for word quotes:
According to Berger, "Genetic factors and nutrition affect not
only size but rate of maturation as well" (Berger, 2008, p. 304).
(You must include an exact page number, or range of page
numbers for direct quotes)
Example D: When you cite something that is inside another
text, you would say:
Jones describes the topic of conformity in his article "Take As
Directed" (as cited in Bee & Boyd, 2015).
Remember to ONLY include the page number after direct
quotes:
Kim states, "Boredom is a common condition of
schoolteachers..." (as cited in Bee & Boyd, 2015, p. A44).
2. REFERENCING AT THE END OF YOUR PAPER
After you cite a source of information in your paper (and you
are required to use sources and cite them), you MUST have a
reference page to the back of your paper.
Example:

References
Belsky, J. (2016), Experiencing the lifespan (4th ed.).
NY: Worth Publishing.
Morrison, W. B. (2017, October 16). HDFS 101-03 Class
Lecture.
**Remember that the reference page should be double spaced,
just like your paper, and you reverse indent your reference
(meaning the second and subsequent lines of the reference needs
to be indented using the TAB KEY. This is also called a
hanging indent.)
3. CITING INTERNET SOURCES
The APA manual states two things:
1. Direct readers as closely as possible to the info. being cited-
-whenever possible, reference specific documents rather than
home or menu pages.
2. Provide addresses that work.
At a minimum, a reference of an internet source should provide
a document title or description, a date (either of publication or
of when you retrieved the info.--the difference should be made
clear), and an address (the URL). Whenever possible, identify
the authors as well.
Here's an example from the manual:
Greater New Milford Area Healthy Community, Task Force on
Teen Issues.
(n.d.) Who has time for a family meal? You
do! Retrieved February 5, 2015, from
http://www.familymealtime.org.
**In the body of your paper I would put (familymealtime.org,
n.d.) or something like that. (n.d. stands for "no date")
Trinity University, Sociology of Death and Dying, retrieved
May 6,
2017, from http://www.trinity.edu/~mkearl/death.html.
4. Citing Interviews and Personal Communications
For your interviews of people for your Inquiry Project, here is
how you cite them. It would be like a lecture, except it would
be called a 'personal communication.' in the text (after you

quote the person in your paper) you would put: (Sedgwick,
personal communication, 2017). Then in the reference section
of your paper at the end you would put:
Sedgwick, S., (2017, March 12). Personal Communication,
Billings, MT.
****Please note that according the APA publication guidelines,
interviews & other forms of personal communication are not
cited. However, for this paper I DO want you to cite all
personal communication, so that you make it clear where the
information comes from that you are including in your paper.
5. Citing a Class Handout
Here's an example:
Woodworth, M. (2017). Psychopaths [Class handout].
Department of Psychology, University of British
Columbia Okanagan, Kelowna, Canada.
III. Paper mechanics:
Do:
a. Use spell check or dictionary
b. Use grammar check along with spell check
c. Use clear, concise vocabulary and sentence structure
d. Go to the Writing Center, have someone proofread your
paper, or at least read it out loud to make sure it makes sense.
Don’t:
a. Misuse fancy words that you have looked up in thesaurus.
b. Use contractions (can't, don't, I'd, they're, etc.).
c. Use slang or casual lingo that is OK when talking, but not
OK in an academic paper.
d. Use a thesaurus to try to find fancier words for what you are
trying to say.
e. MAKE GRAND ASSUMPTIONS IN YOUR PAPER (ie: “The
child’s development was normal.” Or “Every kid likes
baseball,” "They were a normal family," etc.).
TENSES:
Do not use the second person, ie: “you” or "your," in academic
papers, such as: “You know how children usually like to eat

sugar…..”.
Using the first person, “I,” is acceptable for this project if you
are describing something directly related to you and your
experience. Otherwise, the paper should be written in the 3rd
person tense.
Common Writing Errors to Avoid:
1. Run-on sentences: "I'm having a really good day because it's
beautiful outside and I'm in a good mood it's because it's almost
Christmas and I really like Christmas I hope I get what I want
and I'm going to get to go see my parents."
2. Incomplete sentences: "Because it's a nice day."
3. Verbs that do not agree with subjects: "Carol and Wendy
has a nice office."
4. Sentences ending in prepositions: "This class is hard to get
anything out of?"
5. Grammar and punctuation--Know when to use commas,
colons, and semi-colons!!!
6. Verb tense inconsistency. “She is going to the store and
then goes to the bank.”
Know the differences between:
* "our, " "are," and "hour"
* "affect" and "effect"
* "then" and "than"
* "adolescents" and "adolescence"
* "lead" and "led"
* "where" and "were" and “wear”
* "there," "their," and "they're"
* "it's" and "its"
* "your" and "you're"
* "witch" and "which"
***This information is not meant to insult anyone, as many of
you I’m sure are excellent writers. But many students struggle
with writing, and learning how to write an appropriate academic
papers if very important for college success.
Please get additional support for your writing if this is not an
area in which you feel strong.

1
Integrative Inquiry Project
HDFS 101
As part of the requirements of a university CORE IS course, you
will be required to fulfill a
semester long inquiry project. This project will include
scholarly research into a topic of your
choice, written progress throughout the semester, a final written
paper describing yo ur inquiry
findings, and a “Pecha Kucha” style presentation to your
classmates in a small group at the end of
the semester.
Integrative Inquiry Project: 185 TOTAL POINTS Human
Development is an
INTERDISCIPLINARY field, meaning research from almost
every field of study contributes
to our knowledge and understanding of human development.
As a CORE IS course, our class contains students from many
different fiel ds of study. Therefore, we
are going to use our interdisciplinary make -up to see how these
different disciplines impact
development. We are going to be using Urie Bronfenbrenner’s
Ecological Systems Model as
a starting point.

Ecological systems theory, developed by Urie Bronfenbrenner,
also called developmental
systems theory or human ecology theory, identifies five
environmental systems with which an
individual interacts: the microsystem, the mesosystem, the
exosystem, macrosystem, and the
chronosystem. This theory provides the framework from which
developmentalists study the
relationships with individuals' contexts within communities and
the wider society.
INQUIRY: In your field of study, or if undecided, an area of
study of interest to you, identify one
factor that you are interested in and analyze its impact on
human development.
http://en.wikipedia.org/wiki/Urie_Bronfenbrenner
2
INQUIRY QUESTION: How does some factor of your choice
impact
human development?
Examples of broad topics—you can make your topic more
specific if you would like:
What is the impact of the food children have access to in
schools on human development?
What is the impact of the design of a building, a neighborhood
or a city on human development?
What is the impact of having healthcare coverage or not on
human development?

What is the impact of different types of early childhood
education on human development (ie:
Montessori, Waldorf, Head Start, etc.)?
What is the impact of photography, film or other
art/entertainment on human development?
What is the impact of a particular historical event on human
development?
What is the impact of a specific agricultural practice on human
development?
What is the impact of access to clean water on human
development?
What is the impact of a specific mental illness on human
development?
Engage in a comprehensive inquiry of your chosen topic.
Your inquiry will include:
- at least two peer-reviewed academic journal articles related to
your topic.
- at least one cross-cultural example comparing your topic in
one culture (this would
most likely be your own culture) to a similar or comparable
topic in another culture.
- at least one face-to-face interview with a professional related
to your topic (think
about interviewing a professor in your department, or someone
else with

professional expertise. You may also conduct additional
interviews with non -
professionals with experience with your topic.)
- interactive exploration of your topic (this should include
visiting relevant sites, such
as schools, neighborhoods, art exhibits, medical settings, etc.,
interviewing others
about your topic, and documenting what you find by taking
photos, making notes).
The project includes the following components:
1) Participate in a research session at the MSU library: 10
points.
2) Work on the project in stages throughout the semester,
including identifying your inquiry topic:
10 points, completing an annotated bibliography: 25 points, and
a draft of your paper: 50
points.
3) Create a 5-6 page research paper summarizing the results of
your inquiry: 50 points.
4) Create a peer-evaluated “Pecha Kucha” presentation to share
your findings in small groups: 40
points.
TIPS FOR CHOOSING A TOPIC
Here are some things to consider when thinking about a topic:
3

What is a topic that will be beneficial for you to learn more
about either for your future career, your
major, or your personal life? What is a topic that is really
interesting to you?
What is a topic that allows you to access a professional/expert
to conduct a face -to-face interview
this semester? This could be a professor on campus who does
research on this topic, or
someone in the community who works professionally in your
topic ar ea. This could allow
you to get to know someone on campus in your department or in
the community who
works professionally involving your topic.
In your preliminary research, what is out there about your
topic? Do you need to expand or
narrow your topic? Sometimes your initial research will help
you decide which topic you
want to select.
Feel free to discuss your ideas with Professor Morrison!
PRESENTATION FORMAT
Presentations will be done in mini “Pecha Kucha” style—20
slides, 20 seconds each. Go for imagery
rather than a lot of text. It needs to reflect what you found in
your inquiry. Presentation
grade will be based on peer evaluation from your group.
PAPER FORMAT

pages in length (the quality of the
paper is much more important than the actual length, but they
should not be less than 4
pages, and not longer than 6 pages, plus a reference page.)
Papers will be submitted to the
D2L Dropbox by the deadline. NO LATE PAPERS will be
accepted.
Tentative Project Timeline
This is intended to help you stay on track with this project.
Required elements are identified
by the points they are worth. Other aspects are recommended.
Weeks 1-6: Identify your topic. Do preliminary research on
topic ideas. Come to the instructor’s
office hours to discuss topic ideas. Research & Finalize Topic.
Visit with one of the library
research sessions offered to get ideas on how to find academic
res earch to further your
inquiry into your topic. Attend one LIBRARY RESEARCH
SESSION. 10 Points. Finalize
your topic. Submit your INQUIRY TOPIC to the D2L
DROPBOX by the deadline. 10
points.
Weeks 6-8: Read academic information about your topic. Work
on your Annotated Bibliography.
Outline what you still need to do for your paper. Set up an
interview to talk to a
PROFESSIONAL about your topic for later in the semester,

after you’ve completed some of
your academic research.
4
Week 8: ANNOTATED BIBLIOGRAPHY due in the D2L
dropbox by the deadline. See posting
for instructions for this assignment under “Inquiry Project” in
CONTENT. 25 points.
Week 9: Go out in the community to do more research. Take
pictures (if appropriate an d allowed),
talk to people, make observations, gain more first-hand
knowledge about your topic.
Identify your cross-cultural comparison. Go back to the library
and find an example of your
topic in another culture. Complete additional research on your
cross -cultural comparison.
Add your cross-cultural comparison to your draft.
Week 10-11: Integrate the research that you found from your
annotated bibliography into
your draft. Complete the Proofreading Form for a classmate.
Week 11: INQUIRY DRAFT & PROOFREADING FORM DUE
into D2L Dropbox by the deadline.
50 points.
Week 12: Complete all interviews for the paper. Work on your
Pecha Kucha presentation.
Week 13: Integrate feedback into your paper. Complete all the
components of the final paper,

integrate interview information into your paper. Give and
provide feedback on structure of
final paper with a peer.
Week 14: FINAL INQUIRY PAPER Due. See syllabus for due
date. 50 points.
Week 15: FINAL PRESENTATIONS. Present your Pecha
Kucha containing your inquiry findings
in small groups in class. Peer evaluated. 40 points.

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