Bright Academic Experts

Category: uncategorised

  • 4065 ass 5

    Determine eligibility for available tax credits and complete an official worksheet for each credit, to demonstrate eligibility.

    Note: Completing a tax form requires specific steps that need to be executed in a sequence. The assessments in this course are presented in a sequence and must be completed in order. Incorrect entries in previous assessments will result in incorrect entries in future assessments. Do not complete Assessment 5 until you have submitted and received faculty feedback for Assessment 4.

    Tax credits work to lower taxpayer liability rather than provide refund incentives. A tax credit is subtracted directly from the taxpayer’s tax obligation, providing equal relief to all taxpayers. This can make the credit more valuable than a deduction taken during the filing process.

    There are credits for foreign taxes paid, child and dependent care expenses, and for the elderly or disabled; credits for education, retirement savings contributions, and residential energy; and child tax credit, adoption, retirement savings, and earned income.

    Note: The assessments in this course are presented in a sequence and must be completed in order. In Assessments 25, you will work step-by-step toward completing a 1040 tax return and all the necessary related forms, based on a provided scenario. Do not complete Assessment 5 until you have submitted and received faculty feedback for Assessment 4.

    This assessment will require significant research and critical thinking to complete each required form successfully. An incorrect entry on one form will create incorrect entries in other forms.

    There are two parts to this assessment. Be sure to complete both parts and submit the necessary materials.

    • Part 1: Determine eligible tax credits by completing official worksheets.
    • Part 2: Complete Schedule A and the 1040.

    Jacob and Taylor Weaver, ages 45 and 42 respectively, are married and are filing jointly in 2021.

    • They have three children, Ashley, age 9; Patrick, age 6; and John, age 17.
      • Social Security numbers are: Jacob, 222-33-4444; Taylor, 555-66-7777; Ashley, 888-99-1234; Patrick, 789-56-4321; John, 123-45-6789.
    • Taylor works part-time as a paralegal.
      • She earned $31,000 in 2021.
    • Income Taxes: $4,200 withheld.
    • Interest received from Local Bank: $6,575.
    • Estimated tax payments: $25,000.
      • $350 paid with their 2020 state tax return.
    • Jacob and Taylor bought their first house in 2021.
      • Home mortgage interest: $12,246.
      • Property tax: $12,230.
    • Federal income withholding: $2,350.
    • Charities: $4,500.
    • $435 to rent a moving truck.
    • $8,000 to put new siding on the house.
    • $11,600 for child care expenses ($5,800 for each child).
      • It was paid to Lil Tigers Daycare, 1115 S. Garrison St., Muncie, IN 47305 (EIN 98-7654321).
    • Taylor is a part-time student at Ball State University in Muncie.
      • She received a 1098-T indicating tuition and fees for 2021 in the amount of $6,011.
    • Health insurance for the family, through Taylor’s job, cost $7,500 for all 12 months of 2021.
      • They paid deductibles and co-payments of $2,550.

    • Read the information provided in the scenario above.
    • Download the following tax forms and instructions from IRS.gov under reading list:
      • 1040.
      • Schedule A.
      • Schedule 1.
      • Schedule 3.
      • 2441.
      • 8863.

    Part 1

    Use the information in the scenario, on IRS.gov, and in the interactive IRS tools under reading list to interpret official rules and instructions to determine available tax credits.

    • Complete an official worksheet for each tax credit to demonstrate eligibility.
    • Submit each tax credit worksheet.

    Part 2

    Use the information in the scenario, on IRS.gov, and in the interactive IRS tools to Interpret official rules and instructions to complete the following:

    • Complete Schedule A.
    • Enter data from Schedule A into the 1040.
    • Apply the rules and tax tables to calculate the tax owed and the amount of any refund.
    • Submit Schedule A and the completed 1040.

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Analyze the background of the federal income tax system.
      • Interpret official rules and instructions to record correct entries on tax forms.
    • Competency 2: Analyze the basics of individual income tax return preparation.
      • Analyze tax rules to complete tax credit worksheets to prove eligibility.
      • Apply laws and rules to correctly enter data on Schedule A.
      • Apply rules and tax tables to record the correct tax owed on the 1040.
      • Calculate the amount of a refund on the 1040.

  • Research & Summaries Question

    INTRODUCTION TO SIGNATURE ASSIGNMENT

    The Signature assignment is a critical essay due the last day of class. This assignment is introduced here to get students thinking about it–NO WORK RELATED TO THE SIGNATURE ASSIGNMENT IS DUE THIS WEEK.

    In the SIGNATURE ASSIGNMENT students will demonstrate their critical thinking skills, and practice written communication and information literacy skills, by addressing a problem/issue directly relevant to the current legislative policy and political debate. The goal of the Signature Assignment is to achieve a critically informed position on an issue of contemporary importance that will serve as a foundation for civic engagement and informed participation in democratic processes. Therefore, the Signature Assignment involves applying critical thinking in what is known as ‘civic learning’.

    WHAT IS CIVC LEARNING?

    Civic learning can be generally defined, borrowing from the language of A Crucible Moment, published by the Association of American Colleges and Universities, as learning that promotes a “more informed, engaged, and socially responsible citizenry.” In this exercise students will develop knowledge and exercise skills that will contribute to the growth of civic learning. It is hoped that students will carry on with this kind of learning, in all its aspects, in their future personal and professional lives.

    WHAT SHOULD THE SIGNATURE ASSIGNMENT LOOK LIKE? WHAT ARE THE INSTRUCTIONS?

    GENERAL DESCRIPTION OF THE SIGNATURE ASSIGNMENT

    Students will be required to take a position “YES” or “NO” on ONE specific issue and provide substantive arguments supporting their position that are evidence based. Also, in the problem students will be required to consider objections to their position and arguments, and to respond to their objections.

    GATHERING EVIDENCE AND INFORMATION WILL REQUIRE SOME RESEARCH.

    Fair-mindedness should be practiced. Relevant questions and issue should be identified and researched. And, students should avoid fallacies, or be aware when one argues using a fallacy. This is a problem solving exercise, not a persuasive essay per sealthough persuasion is relevant.

    In the last three Sessions we will cover approaches to solving this problembringing together all the material covered in the class.

    • THE ESSAY SHOULD BE A MINIMUM OF 1500 (ALTHOUGH THERE IS NO WORD LIMIT)
    • QUOTES MUST HAVE QUOTATION MARKS AND REFERENCES.
    • USE MLA OR APA FORMAT.
    • THE ESSAY MUST BE SUBMITTED TO BOTH THE TURNITIN ASSIGNMENT BOX AND THE REGULAR ASSIGNMENT BOX IN THE LAST WEEK
    • THE ESSAY IS DUE THE LAST DAY OF CLASS.

    WHAT THE SIGNATURE ASSIGNMENT SHOULD LOOK LIKE

    INTRODUCTORY PARAGRAPH (100-300 words minimum)

    The introductory paragraph should present the following:

    • State the problem and the hypothesis or proposed solution to the problem: FOR EXAMPLE, “In this essay I will argue that the terms of Proposition 64 on the California 2016, November ballot should be enacted nationally.” Or, “In this essay I will argue that Marijuana should be legalized for recreational use nationally.” Or, “In this essay I will argue that Marijuana should not be legalized for recreational use.”
    • Explain or describe your general position, and any general qualifications to the proposed solutions. This will require some description of Prop. 64.

    BODY OF ESSAY (PRESENTATION OF ARGUMENTS AND EVIDENCE AND RESPONSES TO OBJECTIONS)

    • AT LEAST THREE ARGUMENTS FOR YOUR POSITION. There is no one way to present arguments and evidence, of course. This problem will require addressing positions on issues, issues (those issues deemed most important to the election and why). Outline the arguments for your position first. Identify the most important evidence and explain how that evidence supports your position. In stating opinions and claims, students should consider the reasons or grounds for their opinions and claims. Students should identify those key opinions and claims that support the argument and provide evidence and arguments for these claims. Opinions or claims lacking evidence and argument do not offer support for the position presented.
    • EXPLAINING AND REFUTING SEVERAL OBJECTION OR COUNTER-ARGUMENT: Identify the strongest criticismS of not merely your proposed solution, but also of your argument for you solution–the arguments and evidence presented. Explain these objections, and then respond to them.

    CONCLUDING REMARKS (100-300 words minimum)

    In your concluding remarks you may do a variety of things: 1) summarize your position. 2) express final thoughts, convictions, or reservations 3) reflect on what additional evidence might change your way of looking at the problem 4) express your overall degree of confidence in the solution.

    STEP ONE: SELECTING A TOPIC AND AN ISSUE

    As it is stated above, it is recommended to address ONE of the following topics and issues.

    RECOMMENDED TOPICS AND ISSUES/PROBLEMS (STUDENTS ARE ONLY REQUIRED TO RESPOND TO ONE)

    TOPIC 1: The Legalization of Marijuana. ISSUE: Should Marijuana be legalized nationally according to the terms of California Prop. 64? OR, “Should Marijuana be legalized for recreational use?”

    TOPIC 2: The Death Penalty: ISSUE: Should the death penalty be banned? If so, why? If not, why not?

    WHAT IF I WANT TO ADDRESS ANOTHER TOPIC AND ISSUE?

    It is recommended that students prepare an essay on ONE of these two issues, according to the instructions on the individual Topic page. But, if a student strongly desires to write on another topic/issue that is relevant to contemporary policy and political debate, the instructor will consider granting permission and providing guidance. The student should be able to identify a specific issue or problem, frame the issue, and construct arguments supporting their position according to the instructions.

    To gain an overview of many important issues facing the citizenry in the United States the following video is recommended:

    THE VIDEO IS NOT RECOMMENDED FOR THE VIEWS EXPRESSED, BUT ONLY AS A RESOURCE TO GAIN AN OVERVIEW OF KEY ISSUES AND PROBLEMS IN AMERICAN POLITICS.

    BILL MAHER INTERVIEW WITH PRESIDENT OBAMA

    REMEMBER, IF YOU WISH TO WRITE A CRITICAL ESSAY ABOUT A TOPIC OTHER THAN THE RECOMMENDED TOPICS, PLEASE ASK THE INSTRUCTOR FOR GUIDANCE ON HOW TO PROCEED.

    OTHER POSSIBLE ISSUES/PROBLEMS FOR SIGNATURE ASSIGNMENT (PLEASE ASK THE INSTRUCTOR FOR GUIDANCE ON HOW TO BEGIN TO ADDRESS ANY OF THE FOLLOWING TOPICS):

    Religion and Politics

    There are many issues that could be identified. Here is one issue related to religion that has been raised and contested in the current election cycle:

    Should the Federal government force Catholic institutions to offer health care plans that pay for contraception and/or elective abortion?

    (Political and social issues related to religion may evoke strong reactions and emotions–if you would like to write on a topic related to religion and politics, please remember that observing and applying the Rules For Critical Living will be crucial to developing cogent arguments on the issue–to constructing strong counter-arguments, and to refuting those counter-arguments.)

    Agriculture and Politics

    Should GMOs be banned?

    (This topic will require some scientific background knowledge as well as the analysis of scientific studies. Please do not request permission to write on this topic without taking this into account.)

    Health Care

    Should the Affordable Health Care Act (Obamacare) be repealed?

    (This topic, and others related to health care, tend to involve a lot of background knowledge and will require a good deal of research.)

    Prisons and Politics

    Should private companies be permitted to operate correctional facilities?

    Foreign Policy

    Should the policies articulated in the National Review Posture (see below) be repealed or modified?

    STEP TWO: RESEARCH

    INFORMATION LITERACY AND RESEARCH

    It is not required that students independently select their own issue and conduct extensive, independent research; specific topics are recommended and some resources in the Topic pages are provided to help students begin to formulate critically informed positions. Nevertheless, writing on one of the recommended topics will still require at least some additional research. It is highly recommended that students view the Information Literacy Lecture provided by the GGU Library:

    If you choose to write on a topic other than the recommended topics, you will need to do some independent research. Please review the Information Literacy Lecture. Consult with the instructor. And begin thinking about how you will research your topic.

    STEP THREE: WRITE THE ESSAY

    We will be working on the Signature Assignment for the rest of the class. There will be forum areas where student can share ideas and seek feedback. We will try to apply all the knowledge and skills developed in this class in addressing a problem or issue.

  • 4065 ass 4

    Determine itemized deductions and complete a Schedule A for a tax scenario.

    Note: Completing a tax form requires specific steps that need to be executed in a sequence. The assessments in this course are presented in a sequence and must be completed in order. Incorrect entries in previous assessments will result in incorrect entries in future assessments. Do not complete Assessment 4 until you have submitted and received faculty feedback for Assessment 3.

    “If you make any money, the government shoves you in the creek once a year with it in your pockets, and all that don’t get wet you can keep.”

    Will Rogers, American cowboy and humorist.

    Staying with Will Rogers’ analogy, Schedule A is analogous to a sealed sandwich bag that protects some of the coins from the raging waters of government greed. If you are fortunate enough to have made significant income during a tax year, it is quite possible that you also have significant deductions to offset those monies. The Schedule A tax form allows taxpayers to itemize their deductions, rather than using the standard deduction.

    Reference

    Quotegarden.com. (n.d.). Quotations about taxes.

    Note: The assessments in this course are presented in a sequence and must be completed in order. In Assessments 25, you will work step-by-step toward completing a 1040 tax return and all the necessary related forms, based on a provided scenario. Do not complete Assessment 4 until you have submitted and received faculty feedback for Assessment 3.

    The Schedule A tax form allows taxpayers to itemize their deductions, rather than using the standard deduction. For this assessment, you will determine itemized deductions for the Weavers for Schedule A.

    Jacob and Taylor Weaver, ages 45 and 42 respectively, are married and are filing jointly in 2021.

    • They have three children, Ashley, age 9; Patrick, age 6; and John, age 17.
      • Social Security numbers are: Jacob, 222-33-4444; Taylor, 555-66-7777; Ashley, 888-99-1234; Patrick, 789-56-4321; John, 123-45-6789.
    • Taylor works part-time as a paralegal.
      • She earned $31,000 in 2021.
    • Income Taxes: $4,200 withheld.
    • Interest received from Local Bank: $6,575.
    • Estimated tax payments: $25,000.
      • $350 paid with their 2020 state tax return.
    • Jacob and Taylor bought their first house in 2021.
      • Home mortgage interest: $12,246.
      • Property tax: $12,230.
    • Federal income withholding: $2,350.
    • Charities: $4,500.
    • $435 to rent a moving truck.
    • $8,000 to put new siding on the house.
    • $11,600 for child care expenses ($5,800 for each child).
      • It was paid to Lil Tigers Daycare, 1115 S. Garrison St., Muncie, IN 47305 (EIN 98-7654321).
    • Taylor is a part-time student at Ball State University in Muncie.
      • She received a 1098-T indicating tuition and fees for 2021 in the amount of $6,011.
    • Health insurance for the family, through Taylor’s job, cost $7,500 for all 12 months of 2021.
    • They paid deductibles and co-payments of $2,550.

    For this assessment, complete the following:

    • Read the information provided in the scenario above.
    • Use information and publications from reading list to determine itemized deductions for the Weavers for Schedule A, based on the scenario information.
    • Add the information you determine to Schedule A.
    • Submit Schedule A.

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 2: Analyze the basics of individual income tax return preparation.
      • Apply laws and rules for state and local deductions on Schedule A tax form.
      • Apply laws and rules for medical expenses on Schedule A tax form.
      • Apply laws and rules for interest deductions on Schedule A tax form.
      • Apply laws and rules for charitable contributions on Schedule A tax form.
      • Interpret official rules and instructions to record correct entries on tax forms.

  • High quality answer

    main grammar ka trick ka badshah hun ek bar jarur dekhkar kharide

  • HEENT soap note

    • SOAP Note:
      • A full SOAP Note is required for the HEENT (head, ears, eyes, nose, and throat assessment)
      • For those videos, the student will decide on the Chief Complaint (CC) which must be appropriate for the associated body system (no ER or ICU type CCs).
      • The student will complete all SOAP components
      • The Subjective section includes the following: ID (Initials, Age, DOB, Sex, Race, Accompanied, and Historian), CC, HPI (using OLDCARTS for problem-focused history), PMH, Family History (as pertinent), Social History (as pertinent), and ROS (problem-focused based on body system).
      • The Objective section includes: expected vital signs and the physical examination documentation with detailed focus on the weeks body system (as well as general, and basic assessment of CV and Pulmonary).
      • The Assessment section must contain 3 differential diagnoses with rationale and in-text citations to credit the evidence-based sources used to defend the diagnosis choices. One of these three diagnoses must be the final or working diagnosis.
      • The Plan section is based on the working/ final diagnosis. This must include the five aspects of a plan which are diagnostics, treatments, education, referral (if applicable), and follow-up. The student should use in-text citations to credit their sources of information for each aspect of the plan.
      • The student must use a minimum of 5 references which should be recent (within last 5, but up to 10 years if clinical practice guideline) and should be peer-reviewed.
      • Use APA title page, citations, and reference format
      • Patient: 18 year old white (DOB: 08-12-2008), Caucasian female complains of sinus pressure and clear nasal drainage for the past 4 days. Primary Diagnosis- Allergic Rhinitis.
      • Make up a scenario for a fake patient to have Allergic rhinitis, include vital signs, differential diagnosis, history of present illness (HPI). Include at least 5 scholarly sources overall from scholarly articles within 2021-2026. I included an example paper and the rubric.
      Competent Below Standard Far Below Standard Criterion Score
      Subjective: ID, CC, HPI, PMH/SH|, ROS All pieces present and adequately documented. The HPI and ROS was pertinent to the complaint. PMH was clear and pertinent to the complaint. Information was clear and concise, not superfluous. Most pieces adequately documented. The HPI and ROS were mostly pertinent to the complaint. Information was mostly clear, with only slight amount of info. Missing or too much information included. Missing part of the subjective component, or done incorrectly. HPI missed some of the OLDCART elements. ROS was confused with physical exam or was not pertinent to complaint. PMH missing half or more elements. Severe deficits in subjective information. Very limited or no HPI or very limited or no ROS. Past medical history missing key elements. / 8
      Objective: VS & PE Student wrote VS and physical exam findings in an organized, thorough, and succinct summary. Physical exam for the particular weeks body system was elaborated upon. Student included only pertinent systems besides the weekly focus exam. Student wrote VS and physical exam findings in an organized, thorough, and succinct summary. Physical exam for the particular weeks body system was lacking detail. Student included either too little information on other systems, or performed too many systems, similar to well or annual exam. Physical exam findings were disorganized and difficult to read. The particular body system for weekly focused was inadequately described or missing. Student did not include other body systems that were pertinent to the complaint. Severe deficits in documentation of the physical exam findings. Student did include other systems besides weekly system in the write-up. / 7
      Assessment with DDX and Plan DDX contained at least 3 different, pertinent diagnoses considered for the scenario. Student briefly listed why diagnoses were excluded Final assessment/ Dx was clear, and reasonable (might not be 100% correct). Plan included all elements listed, and reasonable for a beginner practitioner, even if not 100% correct. DDX contained at least 3 different, pertinent diagnoses considered for the scenario, but student did not include why dx were ruled out. Final assessment/ Dx clear, even if not correct. Plan includes most elements listed, even if not all correct. DDX was limited or not included. No rationale for why dx was excluded. The plan was missing elements or was not in line with the chief complaint and physical findings. The assessment and plan was missing or lacking major components. Lacked a DDX and the plan was missing major elements. / 10
      Format/Grammar/Spelling The chosen format was neat and easy to read. Headings were clear. APA format was correct. The format was mostly easy to read and understand, some elements of APA format is missing. The format was inconsistent, headings and different areas were not delineated. No APA format. Very poor format, note was confusing to read, no APA format. / 5

      Total

      / 101

  • History Question

    Please answer the following questions in complete sentences, make sure to cite your sources. Each question has a 250 word minimum.

    1. What were the effects of slavery on Africans who were brought to the New World? What were the effects of Africans on the New World?
    2. How were the various occupations and activities of colonial America related to the nature of the economy? Why were such occupations as lawyer, printer, and artisan taking on greater importance?
    3. What were the causes and effects of the Great Awakening? How did such an intense religious revival affect those who experienced conversion as well as those who did not? (See boxed quotes on pages 107 and 108.) How did the Awakening help to create a sense of shared American identity? Conversely, how did the Great Awakening highlight growing social divisions based on wealth and education?
    4. What shaped how ordinary colonists thought? What were important sources of influence on an ordinary colonist? Did England control these sources, or did the colonists? What implications did this have for the future of England and the colonies?

  • Information Technology Question

    You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard

    via the allocated folder. These files must not be in compressed format.

  • It is your responsibility to check and make sure that you have uploaded both the correct files.
  • Zero mark will be given if you try to bypass the SafeAssign (e.g. misspell words, remove spaces between words, hide

    • characters, use different character sets, convert text into image or languages other than English or any kind of

    manipulation).

  • Email submission will not be accepted.
  • You are advised to make your work clear and well-presented. This includes filling your information on the cover page.
  • You must use this template, failing which will result in zero mark.
  • You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.
  • Late submission will result in ZERO mark.
  • The work should be your own, copying from students or other resources will result in ZERO mark.
  • Use Times New Roman font for all your answers

  • History Question

    Please answer the following questions in complete sentences, make sure to cite your sources. Each question has a 250 word minimum.

    1. What were the effects of slavery on Africans who were brought to the New World? What were the effects of Africans on the New World?
    2. How were the various occupations and activities of colonial America related to the nature of the economy? Why were such occupations as lawyer, printer, and artisan taking on greater importance?
    3. What were the causes and effects of the Great Awakening? How did such an intense religious revival affect those who experienced conversion as well as those who did not? (See boxed quotes on pages 107 and 108.) How did the Awakening help to create a sense of shared American identity? Conversely, how did the Great Awakening highlight growing social divisions based on wealth and education?
    4. What shaped how ordinary colonists thought? What were important sources of influence on an ordinary colonist? Did England control these sources, or did the colonists? What implications did this have for the future of England and the colonies?

  • English Question

    Using James Joyce Evelin and Zora Neal Hurston sweat research paper on the following.We would like in works citing.We need paper,draft, outline.The plight of women of this era and the challenges they faced in patriarchal society confined by gender roles. Fighting and surviving in an unbalanced power construct in a time when women were powerless. What did maintaining hope and pursuing personal happiness look like in this landscape for women.

    b. How did religion, tradition , and familial bonds guide the thoughts and actions of these two ladies. How did these things affect women of their time.

  • Project 3 – 349

    Introduction
    You will be doing a site assessment and design proposal for a wireless installation at a virtual site. This project will be done as an individual.
    Case Study
    The Building
    A company, MyCo, has rented a two-floor office space in a commercial/industrial area measuring 132’x78′. The facility is located in Lake County, Illinois. The space is broken up into fixed wall offices and cubicles. The internal structure consists of 15′ ceilings, with a suspended ceiling dropping down to 12′ leaving a 3′ plenum above the suspension system. We have Armstrong Cortega Second Look tiles in an Armstrong Prelude XL Fireguard system. The tiles are wet-formed mineral fiber with an insulation R-factor of 1.6 and an energy absorption of 0.28 watts/sqm. The grid uses a 15/16 T-rail suspended from the support structure at 4 increments. It can support 42lbs in its current configuration per 4 segment after taking into consideration the tile and structure weight. The T-rail is recessed 1/4 into the tile.
    The cubicles are selected from the Allsteel Concensys system. They are a combination of steel frames, laminate and composite horizontal surfaces and fabric covered vertical surfaces. There are small 2×2 whiteboards in use throughout the cubical areas. These are aluminum backed board with a laminate coating.
    The plenum space contains a combination of flexible and non-flexible ductwork as well as a sprinkler system. It is an active plenum so all components installed in this space need to be plenum-rated. Fluorescent tube lighting fixtures are situated in regular patterns throughout the space. Ceiling tiles are replaced with 2×4 fixtures leveraging electronic ballasts fed with 240vac power.
    Exterior-facing windows and doors meet energy star requirements for this area. They take advantage of low-e glass, triple pane with argon fills. Interior glass is not filmed but is tempered per local building code. Interior doors are hollow core with no metal reinforcement. The interior walls are constructed using type-C gypsum board. They are fixed to steel studs 16 on-center. Window and door casings interior to the building are painted steel.
    Floors are constructed of pre-cast/pre-stressed flexicore concrete panels. The concrete panels are 12 thick.
    Functional Requirements
    The staff require wireless service throughout the building, but special care must be taken to cover the meeting and break rooms as these are concentrated areas of mobile users. The staff request no less than 802.11ac wave 2 infrastructure be installed. Many users will likely give up their wired connections and leverage the convenience of the new wireless network, so planning for capacity and density over simply coverage would be advantageous. You will have to carefully balance the coverage and AP density dynamics. There are currently 185 users within the space at any given time. We expect this to grow to roughly 250 users within three years. Each user can be assumed to have 2.2 devices, a mix of corporate and BYOD (e.g., company-issued laptop, personal phone and many will have another device).
    Deliverables
    You will need to provide markups of the provided drawing to show AP placement and coverage, channel designations on a per-AP basis, etc. Furthermore, all equipment used (APs, antennas, cables, controllers etc.) will need to be documented as a total solution to the sites request. All of this information must be included in a single cohesive document. It must be delivered electronically in a format of your choosing via the Sakai assignment tool. All deliverables must be provided no later than 11pm CDT on Thursday, April 9, 2025.
    Grading
    Grading will be as follows:
    50pts – Floor one layout, including channels (2.4GHz, 5GHz, and 6GHz if appropriate)
    50pts – Floor two layout, including channels (2.4GHz, 5GHz, and 6GHz if appropriate)
    50pts – Hardware selections (APs, antennas, cables, controllers, etc.)
    150pts total