Dr. Sam Musa01-01-2017Network LAN Design with VoIP and Wireles.docx

Dr. Sam Musa 01-01-2017
Network LAN Design with VoIP and Wireless Services
This section will provide a detailed LAN-design of network
with VoIP services, Wireless services, protocols, devices, and
interconnectivity, with WAN.
This section includes but not limited to
· Equipment List
· Hierarchical IP scheme and VLAN
· Link IP addresses
· High Level Diagram
· Voice and Wireless Design
Equipment List:
Select all networking hardware
Suggested Template
Device
Cisco Model#
Quantity
Comments
Distribution Switches
Cat 3850 Series Swiches
2
48 port model, wireless capacity/PoE
Branch office router
RV220W Wireless
2
4 port switch, built in firewall
Access Switches
Cat 2600
10
48 ports
IDS

Network Monitoring System
Fire wall
Cisco Unified Call Manger
2
Voice services
Step 2:
Now name each device as per naming convention (Since it is
new company, make it for them)
Suggested template
Device
Device Configured Name
Placement
Connection
Comments
Cat 3850 Series switch
Data center Switch 1
Data center
Distribution Switch
VLAN1, 2, 8
The switch has Inventory server, Payroll server, and VLAN 1, 2,
8
Core Switch 7600 Series
CoreRouter1
Room#1014
DSW1 and DSW2

ISP1
Hierarchical IP scheme and VLAN
Create an IP Scheme and VLANS.
I suggest use the table below to create your hierarchical IP
addressing scheme.
Location
Number of
IP Addresses
Required
Future
Growth
Rounded
Power of 2
Number of
Host Bits
Subnet Address Assigned
Floor1
1500
200
2048
11
172.20.0.0-172.20.7.254/21
Floor2
200

100
500
9
172.20.8.0-172.20.9.254/23
Floor 3
45
20
128
7
172.20.16.0-172.20.16.122/25
Floor4
Create VLAN: In creating VLAN, I will suggest use
organizational structure model for simplicity.
Examples: VPOPRVLAN1, VPOPRVLAN2
High Level Diagram:
Drawing a network topology diagram is the most challenging
task. To overcome this challenge, we need to use Cisco modular
technology in upgrading the network in other words top down
design approach. The top design approach starts with
Application, Devices and infrastructure. You will also use the
same approach in designing WWTC network. Select all the
applications for the network. Then select the devices needed to
run these applications. Now you are ready creating network
topology diagram. Since, in WWTC network we have one floor,

so all of our devices, application and infrastructure will reside
in one floor.
Create subnets. Generally subnet matches organizational
structure. Also, in a large network to increase performance or
for security reasons, subnets are created. Furthermore to
accommodate the need of a department, the subnets can be
subnetted further or VLANs are created or both. Every
organization have subnets and VLANs. Let us say we need 20
VLANs, which will serve client’s requirements, performance
and security of the network. Assign these VLANs to switches.
For example; you need 3 switches to host 3 VLANs for VPOPR.
The diagram below depict the scenario.
Sample Network Diagram
For more sample High Level Diagrams, please check these
links:
LAN Diagrams Templates
http://www.conceptdraw.com/diagram/diagram-for-lan
A Basic LAN network Architecture
http://www.excitingip.net/27/a-basic-enterprise-lan-network-
architecture-block-diagram-and-components/
Voice Design:
View Slide Show VoIP
http://www.topdownbook.com/

Access to Microsoft Server and other tools:
UMUC provides access to MS Dream Spark Premium. Once you
register, you will be able to get various Windows and Servers
operating systems. Dream Spark also includes
VMWare workstation.
Here is the link to dream
spark: http://e5.onthehub.com/WebStore/Welcome.aspx?vsro=8
&ws=25a1bf0b-bc9b-e011-969d-0030487d8897
VPOPRVLAN1
VPOPRVLAN1
VPOPRVLAN1
V
P
O
P
R
V
L
A
N
2
V
P
O
P
R
V
L
A
N
2
V
P
O
P

R
V
L
A
N
2
VPOPRVLAN3
VPOPRVLAN3
ASW1
ASW2
ASW3
DSW1
DSW2
172.16.0.0/30.1
.2
1
7
2
.
1
6
.
0
.
4
/
3
0
.5
.6
Link Addresses
Week 1 - Overview
Note: The online classroom is designed to time students out
after 90 minutes of inactivity. Because of this, we strongly

suggest that you compose your work in a word processing
program and copy and paste it into the discussion post when you
are ready to submit it.
Learning Outcomes
This week students will:
1. Detect the makeup of a school culture.
2. Develop strategies to prepare leaders to create safe schools
and functional school culture.
Introduction
Welcome to the first week of EDU688 – Organizational
Management for Student Learning! In this course, you will
adopt the perspective of a school or district administrator as you
complete the coursework and engage in discussions each week.
You will have various opportunities to solve problems as an
administrator which will provide the support needed to create
the Final Project in Week Six: A campus budget plan proposal.
Our course has also been designed around the following five
main enduring understandings that relate to the focus of the
course:
1. having a school culture that is functional and safe;
2. having an effective recruitment, hiring, and training system
that ensures the employment of effective teachers and staff;
3. having assessment and monitoring systems that promotes
student learning;
4. having technology and digital systems that can produce the
data needed to keep the school functioning; and
5. having the financial impact of programs that are budgeted for
that lead to an effective school that meets the needs of students
(see Figure 1).

Figure 1. EDU688 Enduring Understandings
Throughout the six weeks of the course, these enduring
understandings will provide a framework for the step-by-step
process that will lead to the completion of the Campus Budget
Plan Proposal, which is the Final Project for this course. During
this first week, we begin by investigating the first enduring
understanding - school culture and school safety. It is
recommended that you take a moment now to review each week
in the course, including the other introductions to weeks and
their assessments, to get acquainted with the scope and flow of
our learning these next six weeks and be aware of the variety of
assessments you will complete while achieving the course
outcomes and objectives.
Additionally, take some time to review each week’s Instructor
Guidance. In these sections you will find useful information
that will guide you as you progress through the week’s posted
resources and assignments. There are also resources and videos
posted in the guidance section that address the essential
questions that are fundamental to each week of the course. Keep
in mind that the primary purpose for this course in your
program is to help you to understand how to create goals and an
outline for a campus budget plan proposal that encompasses
providing for a positive school climate in which students from
all subgroups are successful learners.
Finally, this course provides you with many opportunities to
utilize technology (Prezi, VoiceThread, Present.me, YouTube,
ConceptMap, or PowerPoint) to accomplish discussion posts or
assignments. Remember, it takes a “village” of collaborative
members to promote effective and positive change within an
organization; however, foremost it takes a committed leader to
get the change moving.

Required Resources
Required Text
1. Sorenson, R. D., & Goldsmith, L. M. (2013). The principal’s
guide to school budgeting, (2nd edition).
Thousand Oaks, CA: Corwin.
· For Week One, read pages 60-63.
Articles
1. Heathfield, S. M. (n.d.). How to change your culture:
Organizational culture change. Retrieved from
http://humanresources.about.com/od/organizationalculture/a/cult
ure_change.htm
· This article provides strategies as to how to change an
organizational culture.
2. Heathfield, S. M. (2010). How to understand your current
culture: Artifacts and interactions display your existing culture.
Retrieved from
ure_create.htm
· In this article, Heathfield helps educators look at the culture
that exists in their organization, including artifacts and
interactions that display the existing culture.
Recommended Resources
Articles
1. Schein, E. H. (1993). Organizational culture & leadership.
Retrieved from http://www.tnellen.com/ted/tc/schein.html
· The author of this article defines organizational culture and,
discusses the dimensions of culture and how to manage internal
integration of culture, and how leaders embed and transmit
culture.
Websites
1. Present.me. (https://present.me/content/need-convincing/)

· This web-based software allows you to add a video or audio
explanation to your document or presentation.
2. VoiceThread. (http://voicethread.com/)
· This web-based software provides a means to enliven
presentations with narrated audio comments.
3. YouTube. (http://www.youtube.com)
· This is a video-sharing website.
Post Your Introduction
To post your introduction, go to this week's Post Your
Introduction link in the left navigation.
This discussion is an opportunity to develop a community with
your class peers and your instructor. Though you may already
have some acquaintance with fellow learners from prior courses,
this is your opportunity to strengthen connections and develop a
community with the instructor for promoting deeper
conversations and learning throughout our course. The use of
technology is an integral part of your learning and teaching.
Therefore, in this introduction you have two technology options
for presenting your initial post.
Select one of the options listed below.
· Option 1: Create a presentation using the software of your
choice such as PowerPoint, YouTube, or VoiceThread. Include
slides, video, audio, documents, or photos as part of your
introduction.
· Option 2: Create a short video to introduce yourself using the
software of your choice such as VoiceThread or YouTube.
In your initial post-
· Share who you are and your personal interests, including your
professional background and experience, especially any dealing
with education, and your personal interests.
· Identify one leader and describe his or her leadership style.
Your chosen leader can also be someone you know or someone
who has been influential in education, such as Horace Mann,
John Dewey, Booker T. Washington, or W. E. B. Dubois. Then,

explain why you would like to emulate this person’s leadership
style and provide specific examples of how you plan to emulate
this leader’s style in your current or a future work setting.
· Share one quote and its author, if known, that symbolizes your
belief about leadership. Explain why this quote appeals to you
and how it informs your decisions about your leadership style.
· Describe the type of position you hope to have in the future
and/or as a result of your graduate education. What impact do
you believe having your master’s degree will have on your
future endeavors as a leader?
Guided Response - Post replies to at least three peers. In your
replies, consider asking questions of your peers about their
responses to encourage further conversation. Though three
replies is the basic expectation in this discussion, for deeper
engagement and community building with peers, you are
encouraged to provide responses to any comments or questions
others have posted for you (including the instructor) before the
last day of the learning week. This continued interaction will
further the conversations and provide you with opportunities to
network and get to know your instructor and peers for more
optimal engagement in the coming weeks!
Discussions
To participate in the following discussions, go to this
week's Discussion link in the left navigation.
1. Detect Components of School Culture
The following quote by Sorenson and Goldman (2013) reveals
the components of a functional school culture (collegial spirit,
shared values, beliefs, and traditions) and the best way (through
enthusiasm, energy, and motivation) to have a school where all
students succeed as learners: “The integrated budget model
requires a school culture receptive to collaboration. Schools,
which possess a collegial spirit, shared values, beliefs, and
traditions are more apt to spawn the required collaborative
environment that in turn increases enthusiasm, energy, and

motivation.”
To prepare for this discussion you will read the “Culture, Data,
and Celebrating Success” section of Chapter 3 of the required
text by Sorenson and Goldman (2013), the Healthfield (2011,
2010) articles, and the Schein (1993) article. These authors
discuss how to understand and change school culture. When you
understand the culture of your school, you can make sure that it
is sufficient to successfully provide optimum learning for all
the subgroups of students in the school.
Initial Post - In your initial response construct at least one
succinct yet descriptive paragraph for each point listed below.
· Discuss what school culture is and identify what the typical
components of a functional school culture are using Sorenson
and Goldman (2013, pp. 60-63) and the Healthfield (2010)
article as resources to support your discussion.
· Describe strategies that can be used to facilitate a school
meeting the components of a functional school culture.
· Explain how knowing what the components are of the school
culture can inform your ability to detect the makeup of a school
culture and select strategies for implementing a functional
school culture.
Guided Response - Respond to at least two peers. In your
responses to encourage further conversation. Consider selecting
a peer whose school culture differs from your own and one that
is similar. Provide feedback regarding your peers’ reasons for
the value of knowing one’s school culture. Though two replies
is the basic expectation, for deeper engagement and learning,
you are encouraged to provide responses to any comments or
questions others have given to you (including the instructor)
before the last day of the learning week. This will further the
conversation and provide you with opportunities to demonstrate
your content expertise, critical thinking, and real-world
experiences with this topic.

2. Determine Functionality of School Culture
Functionality refers to whether the culture of an organization
aids in meeting the mission of the organization as well as serves
in promoting an environment of respect between members of the
organization and in accomplishing successful learning for all
subgroups of the students.
Initial Post - Determine the functionality of your school by
holding an informal discussion with at least three employees,
preferably a school leader, a teacher, and a para-educator.
Discussions can be conducted through face-to-face, email
correspondence, or telephone conversation. If you are not
currently employed in a school setting but you know people who
are, you may use them as contacts. Use the questions below to
determine the functionality of your school. Be sure to include
the positions and first names only of the person with whom you
had your conversation with.
· What would you tell a friend about your school if he or she
was about to start working there?
· What is the one thing you would most like to change about
this school?
· How are decisions made at this school?
· What is your favorite characteristic that is present in your
school?
· What does it take for the adult professional to be successful in
your school?
· What is your favorite question to ask a candidate for a
leadership position in your school?
Based on the results of your discussions, identify and share in
detail how functional your school is. The traits you identify as
needing to be changed will be considered the dysfunctional
traits.
*If you do not have direct access to a school, or do not know
anyone who does and could support you in these conversations,
there are several options for completing this discussion. Please
communicate proactively with your instructor to discuss these

options prior to the due date.*
Guided Response - Respond to at least two peers. In your
responses to encourage further conversation. Consider selecting
a peer whose school culture differs from your own and one that
is similar. Provide feedback regarding your peers’ reasons for
the value of knowing one’s school culture. Though two replies
is the basic expectation, for deeper engagement and learning,
you are encouraged to provide responses to any comments or
questions others have given to you (including the instructor)
before the last day of the learning week. This will further the
conversation and provide you with opportunities to demonstrate
your content expertise, critical thinking, and real-world
experiences with this topic.
Assignment
To complete the following assignment, go to this
week's Assignment link in the left navigation.
Changing School Culture
Construct your assignment to meet the content and written
communication expectations below.
Content Expectations
· Dysfunctional School Culture Traits: Analyze the
dysfunctional traits of your school. These are the ones that need
to change. Use Healthfield (2011, 2010) and Schein (1993) as
resources to support your analysis.
· Dysfunctional School Culture Explanation: Explain the
potential harm done to the school’s effort to ensure that all
students succeed as learners as a result of the dysfunctional
school culture traits. Use Healthfield (2011, 2010) and Schein
(1993) as resources to support your explanation.
· Develop Strategies for Changing School Culture: Develop at
least three strategies for improving the previously identified

dysfunctional traits.
· Rationale for Changes to School Culture: Explain the rationale
for the changes you would like to make drawing on Healthfield
(2011, 2010) and Schein (1993) for support for the strategies
you develop.
· New School Culture: State your school’s mission and vision
and explain how the changes made in the school culture will
better serve the mission and vision of the school. Use
Healthfield (2011, 2010) and Schein (1993) as support for your
explanation.
· School Success: Evaluate the extent to which the new school
culture is able to ensure that all subgroups of the students are
successful learners. Use Healthfield (2011, 2010) and Schein
(1993) as support for your evaluation.
Written Communication Expectations
· Page Requirement: Your paper must be two to three pages in
length, not including title and references pages.
· APA Formatting: Use APA formatting consistently throughout
the paper. It is recommended you use the content area labels as
headings for each section of your content for the paper. For
information regarding APA, including samples and tutorials,
visit The Ashford Writing Center.
· Syntax and Mechanics: Display meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar. Your written work should contain no errors and be
very easy to understand.
· Source Requirement: Use at least three scholarly sources in
addition to the course textbook, providing compelling evidence
to support ideas. All sources on the reference page need to be
used and cited using APA standards within the body of the
assignment.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to be sure you
have achieved the distinguished levels of performance for each
criterion. Next, submit the assignment for evaluation no later

than Day 7.
Changing School Culture
PLEASE DO NOT SUBMIT A BID FOR THIS ASSIGNMENT
IF YOU DO NOT UNDERSTAND EDUCATION TERMS AND
CONCEPTS. ALL DIRECTIONS MUST BE FOLLOWED AND
NO PLAGARIASM. MY SCHOOL USES SOFTWARE TO
DETECT COPIED MATERIAL.
Please read these assignment instructions before writing your
paper, and re-read them often during and after the writing
process to make sure that you are fulfilling all of the
instructions. Please also utilize the assignment guidance
below and the template provided. The links to the required
sources is below. In addition to the sources below, you’ll need
to research and use at least 1-2 more. Please let me know if you
have any questions.
Construct your assignment to meet the content and written
communication expectations below.
Content Expectations
· Dysfunctional School Culture Traits: Analyze the
dysfunctional traits of your school. These are the ones that need
to change. Use Healthfield (2011, 2010) and Schein (1993) as
resources to support your analysis.
· Dysfunctional School Culture Explanation: Explain the
potential harm done to the school’s effort to ensure that all
students succeed as learners as a result of the dysfunctional
school culture traits. Use Healthfield (2011, 2010) and Schein
(1993) as resources to support your explanation.
· Develop Strategies for Changing School Culture: Develop at
least three strategies for improving the previously identified
dysfunctional traits.
· Rationale for Changes to School Culture: Explain the rationale

for the changes you would like to make drawing on Healthfield
(2011, 2010) and Schein (1993) for support for the strategies
you develop.
· New School Culture: State your school’s mission and vision
and explain how the changes made in the school culture will
better serve the mission and vision of the school. Use
Healthfield (2011, 2010) and Schein (1993) as support for your
explanation.
· School Success: Evaluate the extent to which the new school
culture is able to ensure that all subgroups of the students are
successful learners. Use Healthfield (2011, 2010) and Schein
(1993) as support for your evaluation.
Written Communication Expectations
· Page Requirement: Your paper must be two to three pages in
length, not including title and references pages.
· APA Formatting: Use APA formatting consistently throughout
the paper. It is recommended you use the content area labels as
headings for each section of your content for the paper.
· Syntax and Mechanics: Display meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar. Your written work should contain no errors and be
very easy to understand.
· Source Requirement: Use at least three scholarly sources in
addition to the course textbook, providing compelling evidence
to support ideas. All sources on the reference page need to be
used and cited using APA standards within the body of the
assignment.
Resources for Assignment
Articles
1. Heathfield, S. M. (n.d.). How to change your culture:
Organizational culture change. Retrieved from
ure_change.htm
2. Heathfield, S. M. (2010). How to understand your current
culture: Artifacts and interactions display your existing culture.
Retrieved from

ure_create.htm
3. Schein, E. H. (1993). Organizational culture & leadership.
Retrieved from http://www.tnellen.com/ted/tc/schein.html
APA Made Easy:
A Student’s Guide to APA Formatting
Ashford Writing Center
June 2014*
*Revised bi-annually for clarity and modification.
Adapted by the AWC from original, created by Dr. Stephanie
Lassitter, College of Education,
and Jennifer Richardson, Curriculum and Innovation Division

2
Table of Contents
The Mechanics of APA Style
...............................................................................................
.......... 4
In-Text Citations
...............................................................................................
.......................... 4
Citing Page or Paragraph Numbers
.............................................................................................
5
Quoting, Paraphrasing, and Summarizing
...................................................................................... 6
Quotation
...............................................................................................
...................................... 6
Block Quotation
...............................................................................................
........................... 6
Signal Phrases
...............................................................................................
.............................. 7

Paraphrase
...............................................................................................
.................................... 7
Secondary Sources: Citing a Source Within a Source
.................................................................... 8
Author Citations
...............................................................................................
............................... 8
One Author
...............................................................................................
................................... 8
Two Authors
...............................................................................................
................................. 9
Citing Three to Five Authors
...............................................................................................
....... 9
Six or More Authors
...............................................................................................
..................... 9
Heading Levels
...............................................................................................
.............................. 10
Tables and Figures
...............................................................................................
......................... 11

Tables
...............................................................................................
......................................... 11
Figure
...............................................................................................
......................................... 11
Appendices
...............................................................................................
..................................... 12
Seriation (Using Lists in a Paper)
...............................................................................................
133
Numerical List
...............................................................................................
............................ 13
3
Bulleted List
...............................................................................................
............................... 13
A Seriated List Within a
Paragraph................................................................................
......... 134

General Formatting Guidelines
...............................................................................................
.... 144
Peer-Reviewed Articles
...............................................................................................
................. 16
What Are Peer-Reviewed Articles?
.......................................................................................... 16
What Are Non Peer-Reviewed Publications?
......................................................................... 166
Annotated Bibliography
...............................................................................................
............... 177
Books: Hard Copy and
Digital....................................................................................
................ 177
Digital Copy: Vital Source
...............................................................................................
.......... 188
ConstellationTM Textbook
.................................................................................. .............
............ 188
Online Sources
...............................................................................................
............................... 19
Online Scholarly Journal Article with

DOI............................................................................... 19
Online Scholarly Journal Article Without
DOI......................................................................... 19
Online Newspapers or Magazines
.............................................................................................
19
Web Article, No Author
...............................................................................................
............. 20
Citing an Entity or Organization
...............................................................................................
20
Citing All Other Online, Unauthored Articles
.......................................................................... 20
Instructor Guidance in an Ashford Online Course
.................................................................... 20
Reports
...............................................................................................
........................................... 21
Federal Government Agency
...............................................................................................
..... 21
Blogs…………………………………………………………………
…………………………21
Audiovisual Materials
...............................................................................................

.................... 22
4
Personal Communication
...............................................................................................
............... 22
Personal Communications: Interviews, Personal
Correspondences, Emails ........................... 22
Please cite this document as follows:
........................................................................................ 23
The Mechanics of APA Style
The American Psychological Association (APA) is one of the
largest scientific and professional
associations in the United States. APA style is a set of rules
and guidelines provided by this
association to ensure a professional standard of scholarly
writing.
APA Style is the required citation style in all Ashford
University courses.
As students and researchers, it is important that we give credit
to those whose ideas have

contributed to our own work. As academic writers, we draw
from and build on the work of
previous scholars and professionals. When we present our
writing, we want to show our readers
that we are knowledgeable about our topics and that we have
become informed by seeking out
works written by others who are experts on these topics. When
we document our sources, we
share with our readers the research we have done to develop the
balanced and reasoned positions
that we present in our writing. To demonstrate our credibility
as writers and professionals, we
use APA style—an agreed upon set of rules and guidelines—to
lead our readers to the original
source material that we have used in preparing our work. These
rules and guidelines comprise
the formal conventions for writing that are respected in our
professional fields and help us to
communicate professionally with colleagues and peers.
APA citation style focuses on both the author and the date the
article or study was published.
This focus on the date is important since things change rapidly
in our fields of study.
In-Text Citations
In-text citations are also referred to as parenthetical citations.
In-text citations are citations used
within the body of the paper, whereas the term reference refers
to the complete citation, which is
typically listed on the references page.
Why use in-text citations? In-text citations are considered trails
on a map to
show sources you consulted and used in your journey during the

research
phase of the writing process.
5
Citations signal for the reader whose ideas belong to the writer
and whose ideas belong to an
outside source. For example, the in-text citation for a reading
from Hibel, Farkas, and Morgan
(2010) would be cited as follows:
"Certain groups of students are routinely found to be
overrepresented (compared to their share in
the school-aged population) in special education classrooms"
(Hibel, Farkas, & Morgan, 2010, p.
313).
The same quotation could also be presented as follows:
According to Hibel, Farkas, and Morgan (2010), “Certain
groups of students are routinely found
to be overrepresented (compared to their share in the school-
aged population) in special
education classrooms” (p. 313).
Citing Page or Paragraph Numbers
The APA prefers that writers include page numbers in citations

for direct quotes. If page
numbers are not available or are inconsistent, cite paragraph
numbers.
Citation for a text with page numbers: (Zirkel, 2011, p. 262).
6
Citation for a range of pages within a text: (Zirkel, 2011, pp.
262–263).
Citation for a text without page numbers: (Zirkel, 2011, para.
4).
Writing tip: Using a variety of citation techniques will enhance
the flow and readability of your
paper. For example:
“Teachers must create a learning environment that is
emotionally and psychologically safe
because English Language Learners are very sensitive to the
classroom setting” (Allison &
Rehm, 2011, p. 23).
Allison and Rehm (2011) noted, “Teachers must create a
learning environment that is
emotionally and psychologically safe because English Language
Learners are very sensitive to
the classroom setting” (p. 23).

Note: The author’s last name and date of publication always
remain together. The paragraph or
page number in parentheses indicates when you leave the ideas
of an outside source and return to
your own.
Quoting, Paraphrasing, and Summarizing
Quotation
A quotation is made by using the original wording from an
outside source and incorporating
those words into your own writing. The words from the outside
source will be clearly marked as
belonging to another and enclosed in quotation marks.
When quoting fewer than 40 words, place quotation marks
around the entire passage, followed
by the citation, such as:
“Technology can take on several roles in education, such as role
of resources, role of delivery
system, or productivity” (Lee et al., 2013, p. 134).
Block Quotation
Quotations that are more than 40 words in length should be
indented a half inch (the same length
as a paragraph’s indentation). Quotation marks are not placed
around the cited material; rather,
the indentation signifies that the material is a direct quote.
Lastly, the period is placed at the end
of the quoted material (not at the end of the citation) as shown
here:

7
Signal Phrases
In order to give your reader a signal that you will be integrating
information borrowed from
another source, use a signal phrase. A signal phrase introduces
the passage and tells something
about the source and author. Think of this signal as a way to
lead into the quote by preparing
readers for what they're about to read. Here are some examples:
• Lee, Waxman, Wu, Wichko, and Lin (2013) explained the
multi-layered dynamic of
technology in education:
• Tess (2013) discussed social media trends…
• According to Johnson (2009), there are various studies
dedicated to issues in education…
• Phillips and Lyons (2011) argued for the need for yearly peer
reviews among faculty…
Without a signal phrase and clear citation, the reader might
assume that your excellent ideas all
came from an outside source.
Paraphrase

A paraphrase is taking the ideas of an outside source and
putting those ideas into your own
words. Paraphrases do not need quotation marks, but they do
need to be cited similarly to a
8
direct quotation by placing the author's last name, year of
publication, and paragraph or page
number at the end of the paraphrased passage (strongly
preferred by APA style guide).
The table below shows a side-by-side comparison of a quote,
paraphrase, and summary using the
same scholarly source:
Original Quotation Paraphrase Summary
Tess (2013) noted that
“Researchers have been examining
the role that social media plays in
the higher education classroom.
Some of the work has highlighted
the affective outcomes of SNS
integration. A few studies
investigated learning outcomes and
student achievement in relationship
to the educational use of social
media in college courses. While the

majority of studies reported
positive affordances, there was
evidence of drawbacks as well” (p.
A62).
Tess (2013) discussed the
popularity of social media
within higher education, noting
that studies have investigated
and reported both positive and
drawbacks (p. A62).
Tess (2013) analyzed the
usage and impact of social
media in the college
classroom.
Note: When summarizing, you do not need to include the page
or paragraph number—just the
author's name and date of publication.
Secondary Sources: Citing a Source Within a Source
If you find a quote in a source (secondary source) that cites
content or ideas presented in another
source (primary source), consider locating the original source.
The use of secondary sources in
your paper should be kept to a minimum. For example, if you
found a quote by Eijkman (2008)
in Tess’s (2013) publication, but could not find Eijkman’s
original piece, here is how you would
cite Eijkman (2008) as a secondary source:
Eijkman (2008) argued that social media allows for “’non-

foundational network-centric learning
spaces’” (as cited in Tess, 2013, p. A62).
Author Citations
One Author
9
When citing a work written by a single author, refer to the last
name, year of publication, and
page number, and separate each element with a comma. For
example:
“Textbooks are rapidly becoming a thing of the past” (Williams,
2012, p. 34).
Or
Williams (2012) noted, “Textbooks are rapidly becoming a
thing of the past” (p.34).
As a reminder, if page numbers are not available, use paragraph
numbers.
Two Authors
When providing a parenthetical citation for a work by two
authors, use an ampersand (&)

between the authors’ last names, followed by date of
publication, and page number:
“Part of the reason that business educators may be hesitant to
interject discussions of the public
policies and how they came about into their lectures and class
discussions is a long-standing
hesitancy to bring politics into the classroom” (Cornwall &
Dennis, 2012, p. 13).
As illustrated below, an ampersand would not be used in the
signal phrase.
Cornwall and Dennis (2012) argued, “Part of the reason that
business educators may be hesitant
to interject discussions of the public policies and how they
came about into their lectures and
class discussions is a long-standing hesitancy to bring politics
into the classroom” (p. 13).
Citing Three to Five Authors
When providing in-text citations for works by three to five
authors, cite all authors in the first
citation. However, in subsequent citations, simply cite the first
author’s last name followed by
the Latin abbreviation et al (not italicized and with a period
after al), which means “and others.”
First citation in your paper: Hay, Hodgkinson, Peltier, and
Drago (2004)
Subsequent citations in your paper: (Hay et al., 2004)
Six or More Authors

When citing a source written by six or more authors, reference
the first author’s last name,
followed by et al. For example, an article written by Strongin,
Cole, Bullock, Banthia, Craypo,
Sivasubramanian, Samuels, Garcia, and Lafleur (2004) would be
cited as follows:
10
First and subsequent citations as part of a signal phrase:
Strongin et al. (2004)
First and subsequent parenthetical citations: (Strongin et al.,
2004)
If you secure a source that does not have an author’s name or
organization listed, determine the
entity responsible for the content. Don’t guess! For example,
if citing a definition from an
electronic version of the dictionary, cite as follows: (Merriam-
Webster's Collegiate Dictionary,
2013). The dictionary entry will be listed on the references
page beginning with the term in the
author position:
Pollinate. (2013). In Merriam-Webster’s online
dictionary.Retrieved from http://www.merriam-
webster.com/dictionary/pollinate

Heading Levels
Students sometimes confuse the terms running head with
heading level. The running head, as
previously discussed, is placed within the top margin of your
paper. Heading levels, however,
can be placed anywhere in your paper as a way to classify or
organize your paper into sections.
There are five levels: the first three levels are more commonly
used in Ashford University
assignments, whereas levels four and five may be used in longer
papers (e.g., a master’s thesis).
As a general rule, check with your instructor about formatting
expectations.
Please note: Headings are not used for Introductions, and
Conclusion heading formats depend
entirely on your instructor or college preference.
Heading
Level Template Example
1 Centered, Boldface, Uppercase and Lowercase Heading
Choosing the Right University
2 Flush Left, Boldface, Uppercase and Lowercase Heading
Program Offerings
3 Indented, boldface, lowercase paragraph heading ending
with a period. Reputation of programs.
4 Indented, boldface, italicized, lowercase paragraph heading
ending with a period. Virtual programs.
5 Indented, italicized, lowercase paragraph heading ending
with a period. Hybrid courses.

11
Tables and Figures
When used correctly, tables and figures offer visual illustrations
of your paper’s findings. Make
sure to incorporate tables and figures into your paper if they
were requested by your professor
and if they support the main point(s) in your paper. If you
determine that they serve as more of a
supplement to your paper, insert these elements as appendices
(see the next topic on organizing
appendices).
Tables
Data presented in rows or columns is considered a table, and
should be referred to as such. Refer
to a table placed within your paper by number: (see Table 2).
Include a general overview (not a
specific, point-by-point analysis of the table) as illustrated
below.
Note: The words Adapted from should be used only if you have
modified the table in some way.
If you are simply reproducing a table from another source, use

the words Reprinted from.
Figure
Data provided as an illustration (e.g., a chart or photo) is
referred to as a figure. Refer to a figure
placed within your paper by number: (see Figure 1).
12
Appendices
Appendices are “inserts” with additional information that add to
the paper without disrupting the
“flow” of the paper; for example, tables, graphs, or other
information that support or supplement
your paper’s focus. Appendices are placed after the references
page in order of mention within
the paper. If the paper includes one appendix, label it Appendix
(without italics), centered.
Then, include the title of the appendix underneath, centered and
boldfaced.
When including more than one appendix, organize each
appendix after the references page in
order mentioned in the paper: Appendix A, Appendix B, and so
on. Under the title “Appendix,”
center and bold the descriptive title for the material. The

appendix is inserted after the references
page. The above example illustrates Appendix E, assuming that
the student included Appendix
A, Appendix B, and so on.
13
Seriation (Using Lists in a Paper)
Seriated lists are often used in a paper for the purpose of
organization and clarity. However, as a
writing tip, avoid the overuse of seriated lists in a paper. Here
are the three types of seriated
lists:
Numerical List
Numerical lists are used to establish a process, a hierarchy, or a
chronological order of events, as
illustrated below.
Students were asked to complete the following steps:
1. Register online using their student identification number.
2. Log into the site with their new usernames and passwords.

3. Complete the survey.
Note: The seriated list should include a period when a complete
sentence, or semicolon when
considered part of the signal sentence above; if so, the last point
on the list should include a
period to conclude the list and the preceding sentence.
Bulleted List
Bulleted lists do not have a specific order, as illustrated below.
Dillon’s (2012) research concluded that successful leadership of
virtual teams is achieved by:
• establishing positive immediacy behaviors when replying to
emails from virtual
colleagues;
• creating a listserv group to share relevant news; and
• hosting weekly meetings via Skype, Google Meet, or other
web-friendly programs.
A Seriated List Within a Paragraph
Brief seriated lists may also be used within a paragraph
organized by (a), (b), and so on, as
illustrated below.
Dillon’s (2012) research concluded that successful leadership of
virtual teams is achieved by: (a)
establishing positive immediacy behaviors when replying to
emails from virtual colleagues; (b)

14
creating a group listserve to share relevant news; and, (c)
hosting weekly meetings via Skype,
Google Meet, or other web-friendly programs.
Note: When using seriation within a paragraph, remember to
separate elements with a semicolon
(not a period).
General Formatting Guidelines
• The title, “References” should be centered (no bold).
• Double space the references page just like the rest of your
paper.
• Do not use underlining, no bold.
• Italics should be used for journal, book, and film titles.
• Leave out professional credentials (i.e. EdD, PhD).
• Personal communications (i.e., emails, interviews) are not
listed on the references page.
• The first line of each citation should be left aligned, but the
subsequent lines in the
citation are indented (choose “hanging indent” in paragraph
formatting in Microsoft
Word), as shown in this example:
To access an example of a completed References page, click
here. A partial example is available
on the next page.

https://awc.ashford.edu/PDFHandouts/APA_References_List_Sa
mple.pdf
15
16
Peer-Reviewed Articles
What Are Peer-Reviewed Articles?
Peer-reviewed or scholarly articles are sources that have been
evaluated by the author’s peers
(members of the discipline) before being published. When
doing research on a topic, writers
should be able to trust these sources and the information given.
Peer-reviewed publications are
first closely scrutinized by other experts in the field, meaning
that if a researcher publishes an
article on Alzheimer's disease treatment in a journal, for
example, other scholars would have
reviewed the article closely before the article would be

recommended for publication.
What Are Non Peer-Reviewed Publications?
Newspaper articles, wikis (such as Wikipedia), blogs, editorials,
and trade magazine articles are
not peer-reviewed or scholarly. We refer to these sources as
"popular" sources. They may offer
correct and useful information; however, writers in these genres
are not required to cite their
sources and are not held to the same standards of research as
those who write for scholarly
and/or peer-reviewed publications.
Whenever outside sources are borrowed and used in your paper,
you must include in-text
citations and a references page. The in-text citations should
appear in the main body of your
paper, and the references page is inserted at the end of your
paper.
When asked to provide peer-reviewed sources in your
assignment, begin your search using the
Ashford Online Library. Depending on the database used, you
will see that there is an option to
limit your search to peer-reviewed articles and full-text
offerings only. Limiting your search will
provide you with only those articles that are peer-reviewed and
fully available through our
library (see below). Keep in mind that limiting your search to
"full-text articles only" saves time
by filtering out dozens of articles that may not be available via
the Ashford University Library.
For example, if you wish to search for peer-reviewed, full-text
articles via the EBSCOhost

database, limit your search for both, as shown below:
17
Annotated Bibliography
An annotated bibliography is a list of works that you may use to
research a topic. It is similar to
a references page; however, the main difference is you will
include a brief summary of each
source beneath each citation entry, which means that you will
summarize the source in your own
words rather than directly quoting the source.
Depending on what your instructor asks of you, a summary may
include just an overview of the
source, and/or an evaluation of the source’s worth and
reliability. Click here for a sample
Annotated Bibliography.
Books: Hard Copy and Digital
Hard Copy
Template: Author, A. A., & Author, B. B. (Year of publication).
Title of book: Not capitalized. City,
State (with abbreviated initials): Publisher.

Example: Brown, A., & Green, T. (2011). The essentials of
instructional design: Connecting
https://awc.ashford.edu/PDFHandouts%5CA%202_Sample_Ann
otated_Bibliography_final.pdf
18
fundamental principles with process and practice (2nd ed.).
Upper Saddle River,
NJ: Pearson.
Sample
Quote:
Brown and Green (2011) noted: “…people represent information
in their minds as single
or aggregated sets of symbols” (p. 30).
Digital Copy: Vital Source
Template: Author, A. A. (Year of publication). Title of book:
Not capitalized [e-delivery platform].
City, State abbreviation: Publisher.
Example: Armstrong, D., Henson, K., & Savage, T. (2009).
Teaching today: An introduction to
education (8th ed.) [Vital Source digital version]. Upper Saddle
River, NJ:
Pearson.

Sample
Quote:
“Your professional development as a teacher did not begin when
you entered your
teacher-preparation program” (Armstrong, Henson, & Savage,
2009, p. 30).
ConstellationTM Textbook
Print Copy: Author, A. (Year of publication). Title of book.
City, State: Publisher.
Example: Lefrancois, G.R. (2012). Children’s journeys:
Exploring early childhood. San
Diego, CA: Bridgepoint Education, Inc.
Sample “In practice, research methods are determined by the
questions researchers want
Quote: to answer” (Lefrancois, 2012, p. 28).
Electronic Copy: Author, A. (Year of publication). Title of
book: Subtitle of book [Electronic
version]. Retrieved from https://content.ashford.edu/
Example: Witt, G. A., & Mossler, R. A. (2010). Adult
development and life assessment
[Electronic version]. Retrieved from
https://content.ashford.edu/
In-Text Citation: “Quote” (Witt & Mossler, 2010, Section 0.0,
“Section Title,” para. #).

Reprinted Material in an Anthology or Collection
When using an article or story from a collection of works (such
as an anthology), look to see if
the article is a reprint. This information is usually found in the
table of contents, and/or at the
beginning of the paper, article, or story. If the year is listed,
cite both the original publication
year and the year of the published collection within the citation,
and in the in-text citation, as
shown:
19
Template: Author, A. (Anthology Publication Date). Title of
article, not capitalized. In A. Editor &
B. Editor (Eds.), The title of anthology (pp. xx–xx). City, State
Abbreviation:
Publisher. (Original work published in YEAR).
Example: King, S. (2010). Why we crave horror movies. In J.
Nadell, J. Langan, & E. A.
Comodromos (Eds.), The Longman reader: Rhetoric, reader,
research guide &
handbook (12th ed.) (pp. 402-403). Boston, MA: Houghton
Mifflin. (Original
work published 1982)
Sample

Quote:
“I think that we’re all mentally ill: those of us outside the
asylums only hide it a little
better—and maybe not all that much better, after all” (King,
1982/2010, p. 402).
Online Sources
Online Scholarly Journal Article with DOI
DOI stands for digital object identifier, which is a unique alpha-
numeric code (usually starting
with the number 10 and containing a suffix and a prefix
assigned to a published article). When a
DOI is available, use this code instead of the URL. This
information is important to consider as
you cite sources retrieved from the Ashford University Library.
Template: Author, A. A. (Year of publication). Title of article.
Title of Periodical, Volume (issue
number if available), page range/number. doi: xx.xxxx/x.xxx-
xxxx.xxxx.xxx.x
Example: Sanderson, C., Lobb, E. A., Mowll, J., Butow, P. N.,
McGowan, N., & Price, M. A.
(2013). Signs of post-traumatic stress disorder in caregivers
following an expected
death: A qualitative study. Palliative Medicine, 27(7), 625–31.
doi:
10.1177/0269216313483663
Sample
Quote:

“The power of the experience is suggested by frequent use of
words connoting physical
impact, and sometimes associated expressions of pain”
(Sanderson et al., 2013, p. 627).
Online Scholarly Journal Article Without DOI
Template: Author, A. A. (Year of publication). Title of article.
Title of Periodical, Volume (issue
number if available), xx–xx. Retrieved from URL (no end
punctuation)
Example: Eggerton, J. (2013). Chris Dodd takes his battle to the
people. Broadcasting & Cable,
143(23), 8–9. Retrieved from http://heathnet.org
Sample
Quote:
“We need to frame the debate more about the positive things we
do and why piracy really
hurts [consumers], in addition to whatever damage it does to our
industry, to independent
http://heathnet.org/
20
filmmakers maybe more so than even the studios, as rough as it
is on them” (Eggerton,

2013, p. 8).
Online Newspapers or Magazines
When using an online article from the Internet that is accessible
to the general public, include the
direct URL.
Template: Author, A. (Year, Month and Day of publication).
Title of internet article. Title of
Newspaper or Magazine. Retrieved from URL
Example: Egan, S. (2009, July 8). Using a robot to ease a
child’s pain. The New York Times.
Retrieved from http://well.blogs.nytimes.com/2013/07/09/using-
a-robot-to-ease-a-
childs-pain/?hp
Sample
Quote:
Egan (2009) noted, “Health care workers have a new tool to
ease needle anxiety in
children: a talking robot” (para. 1).
Web Article, No Author
This section is important because you may be asked to research
articles related to current events,
using a general web search (non-library based). To understand
how to cite articles without
authors listed, consider both examples:
Citing an Entity or Organization
If an author is not listed, cite the organization or entity that

authored the article. In some cases,
the author and entity cannot be determined, therefore, place the
organization or entity in the
author position. For example, organizations can include the
Centers for Disease Control and
Prevention, the American Cancer Society, American Heart
Association, etc.
Template: Entity or Organization. (Year of publication). Title of
article. Retrieved from URL
Example: Centers for Disease Control and Prevention. (2013).
Prescription painkiller epidemic
among women. Retrieved from
http://www.cdc.gov/media/dpk/2013/dpk-
Prescription%20drug%20overdose.html
Sample
Quote:
According to the Centers for Disease Control and Prevention
(2013), “Women are dying
from prescription painkiller overdoses at rates never seen
before, according to a new
CDC Vital Signs” (para. 1).
Citing All Other Online, Unauthored Articles
http://well.blogs.nytimes.com/2013/07/09/using-a-robot-to-
ease-a-childs-pain/?hp
http://well.blogs.nytimes.com/2013/07/09/using-a-robot-to-
ease-a-childs-pain/?hp

21
As noted, if the author and entity cannot be determined, place
the title of the article in the author
position.
Template: Title of article. (Year of publication). Retrieved
from URL
Example:
Egypt gets new prime minister. (2013). Retrieved from
http://news.msn.com/world/egypt-
gets-a-new-prime-minister-billions-in-aid
Sample
Quote:
“Egypt named an interim prime minister on Tuesday and rich
Gulf states poured in $8
billion in aid, as the biggest Arab nation sought ways out of a
crisis a day after troops
killed dozens of Islamists” (“Eygpt gets new prime minister,”
2013, para. 1).
Instructor Guidance in an Ashford Online Course
Template: Instructor, A. A. (Year of upload). Course ID: Week
X Title of module. Retrieved from

URL
Example: Lienau, M. (2013). EDU 623: Introduction to teaching
and learning: Week 1 instructor
guidance. Retrieved from myeclassonline.com
Sample
Quote:
“NCLB sets forth a framework of accountability for all schools
in four areas. Schools
must meet the required accountability level in each of the four
areas to ‘meet the
criteria’ for the year” (Lienau, 2013, para. 22).
Note: Provide the general URL “myeclassonline.com” because
AUO’s eCollege courses are
password protected, and therefore not available to the general
public.
Reports
Federal Government Agency
Template: Author, A. A., Author, B. B., & Author, C. C. (Year).
Title of report (Report number, if
applicable). Retrieved from [website information and URL or
database].
Example: Lingenfelter, P. E., Wright, D. L., & Bisel, T. M.
(2005). State higher education finance,
FY 2004 (SHEF Report). Retrieved from http://www.sheeo.org
Sample

Quote:
“The Consumer Price Index for All Urban Consumers (CPI-U)
in the Chicago-Gary-
Kenosha area increased 0.5 percent in May, the U.S. Bureau of
Labor Statistics reported”
(Bureau of Labor and Statistics, 2013, para. 1).
http://news.msn.com/world/egypt-gets-a-new-prime-minister-
billions-in-aid
http://news.msn.com/world/egypt-gets-a-new-prime-minister-
billions-in-aid
http://www.sheeo.org/
22
Blogs
Blogs are not considered scholarly sources, but on occasion,
you may find a blog written by an
expert who contributes to your research. If the author’s name is
not listed (a practice common in
blogs) include the screen name, as illustrated below:
Template: Blog Title (Year, Month and Day of publication).
Title of article [Blog post]. Retrieved
from URL
Example: Internet Time Blog (2013, July 08). I wouldn’t call it
informal learning [Blog post].

Retrieved from http://www.internettime.com/
Sample
Quote:
“Better I should have talked about Experiential Learning, for
that’s the informal learning
with the most impact. People learn by doing” (Internet Time
Blog, 2013, para. 4).
23
Audiovisual Materials
If the video is embedded in the course and is retrieved from an
outside resource that AU has an
account for but students cannot directly access (e.g., Intelecom
videos), include the name of the
database or video library in the retrieval element and provide
context for students on the line
below the reference that states “This video is available [can be
accessed] through your online
course.”
Personal Communication
Personal Communications: Interviews, Personal

Correspondences, Emails
Personal communications such as interviews, personal
correspondences (phone call, meetings),
and emails are considered non-published sources because the
material cannot be retrieved;
therefore, do not list personal communication on the references
page. List the individual
providing the quote (i.e., interviewee), the words personal
communication, and the date the
discussion took place, as shown here:
Example: (D. Williams, personal communication, August 1,
2012).
Please cite this document as follows:
Lassitter, S., & Richardson, J. (2013). APA made easy.
Unpublished manuscript, College of
Education, Ashford University, Clinton, IA.
Template: Producer, A. (Producer). (Year). Title of video
[Description]. Retrieved from
[URL or database].
Examples: American Psychological Association. (Producer).
(2000). Behaviorism [Video
file]. Retrieved from http://www.xxx
Bodrova, E. (Writer) & Davidson, F. W. (Producer). (2000).
Building literacy
competencies in early childhood [Video file]. Retrieved
from the Films On
Demand database.

Note: If students can readily access the material online, the
URL would appear in the retrieval
element of the reference. If they cannot readily access online,
the database information would be
stated in the retrieval element of the reference (e.g., Films On
Demand).
APA Made Easy:A Student’s Guide to APA FormattingAshford
Writing CenterJune 2014**Revised bi-annually for clarity and
modification.Adapted by the AWC from original, created by Dr.
Stephanie Lassitter, College of Education, and Jennifer
Richardson, Curriculum and Innovation DivisionCenters for
Disease Control and Prevention. (2013). Prescription painkiller
epidemic among women. Retrieved from
Prescription%20drug%20overdose.htmlLingenfelter, P. E.,
Wright, D. L., & Bisel, T. M. (2005). State higher education
finance, FY 2004 (SHEF Report). Retrieved from
http://www.sheeo.org
1
ESSAY TITLE
Magazine, online edition
Online journal article, with DOI
Entry from edited anthology, print
YouTube video

Photograph, no date, no photographer
Photograph, with photographer
References
Apsolon, M. [markapsolon]. (2011, September 9). Real ghost
girl caught on Video Tape 14
[Video file]. Retrieved from
http://www.youtube.com/watch?v=6nyGCbxD848
Batchelder, A. (2010, July 6). Students brains are being
digitally rewired [Web
log post]. Retrieved from
http://literacyispriceless.wordpress.com/
Cayman Islands. (2008). The world factbook. Retrieved from
http://www.bartleby.com/br/151.html
Cendrowicz, L. (2010, July). Will Europe's bank stress tests
bring calm or spread more fear?
Time. Retrieved from
http://www.time.com/time/business/article/0,8599,2005557,00.h
tml
Diaz-Rico, L. T. (2008). A course for teaching English learners.
Boston, MA: Pearson.
Florian, R. V. (2010). Challenges for interactivist-constructivist
robotics. New Ideas in
Psychology, 28(3), 350–353.

doi:10.1016/j.newideapsych.2009.09.009
Guthrie, W. (2007). This land is your land. In R. DiYanni (Ed.),
Literature: Reading fiction,
poetry, and drama (6th ed.) (pp. 897–898). New York, NY:
McGraw-Hill.
Kulbis, M. (Photographer). (2006). Men pray [Photograph].
Retrieved April 12, 2006, from:
http://accuweather.ap.org/cgi-bin/aplaunch.pl
Lessard v. Schmidt, 349 F. Supp. 1078 (E.D. Wis. 1972).
Mawson, C. O. S. (Ed.). (n.d.). Roget's international thesaurus
of English words and phrases.
Retrieved from http://www.bartleby.com/br/110.html
McLaren, M., Thomas, J. (Producers), & Linklater, R.
(Director). (2006). Fast food nation
[Motion picture]. United States: Fox Searchlight.
Nelson Mandela [Photograph]. (n.d.). Retrieved January 10,
2014, from:
http://www.nobelprize.org/nobel_prizes/peace/laureates/1993/m
andela-bio.html
Web log / Blog
Online encyclopedia
Book, print

Online dictionary
Film
Court decision
2
ESSAY TITLE
Online journal article, without DOI
Magazine, print
Newspaper, online edition
Website entry, corporate/government author
Santovec, M. (2008). Easing the transition improves grad
retention at Trinity U. Women in
Higher Education, 17(10), 32. Retrieved from
http://www.wihe.com/
Sloan, C., Booth, S., & Tate, A. (2010, July). Why I became an
American. Real Simple, 186–
192.
Tobin Ramos, R. (2010, July 22). UPS profit nearly doubles in
second quarter. The Atlanta
Journal-Constitution. Retrieved from http://www.ajc.com

U.S. Department of Labor, Bureau of Labor Statistics. (2008).
Police and detectives. Retrieved
from http://www.bls.gov/oco/pdf/ocos160.pdf
Witt, G. A., & Mossler, R. A. (2010). Adult development.
Retrieved from
https://content.ashford.edu/books/4
Ashford textbook, online
Running head: TITLE 1
TITLE 3
Title
Name
Course
Instructor

Title
References
Authentic Assessment Project (AAP) Jan 2017
Background Information for World-Wide Trading Company
World-Wide Trading Company (WWTC) is a large online broker
firm in the Hong Kong. The trading company has a staff of
9,000 who are scattered around the globe. Due to aggressive

growth in business, they want to establish a regional office in
New York City. They leased the entire floor of a building on
Wall Street. You were selected as a contractor (your group) to
build a state of the art high availability, secure network. The
President of the company asked you to set up the state of the art
network by end of this year. He shared with you the
organizational structure and a list of the 100 employees. The
current floor of the new site is solid and gigabit network can be
set up on existing network wiring. Also, the existing power
supply will meet the client’s current and future demand. The
President has required these business goals:
Business and Technical Goals
· Increaserevenue from 10 billion to 40 billion in three to four
years
· Reduce the operating cost from 30 to 15 percent in two to
three years by using an automated system for buying and
selling.
· Provide secure means of customer purchase and payment over
Internet.
· Build a high availability, moderate confidentiality and
moderate integrity unclassified network (based on The National
Institute of Standards and Technology- NIST)
· Build a classified network with high confidentiality, moderate
integrity, and moderate availability (based on NIST)
· Allow employee to attach their notebook computers to the
WWTC network and wireless Internet services.
· Provide state of the art VoIP and Data Network
· Provide Active Directory, DNS, and DCHP services
· Provide faster Network services
· Provide fast and secure wireless services in the lobby,
conference rooms (100x60), and the cubical areas.
On the basis of these business goals, your group is responsible
for designing, configuring, and implementing fast, reliable and
secure networks (classified and unclassified).

WWTC LAN/WLAN/VoIP
· Propose a secure network design that solves the network and
security challenges, to meet business needs, and the other
technical goals. You are also required to provide a modular and
scalable network. Provide redundancy at building core layer,
building distribution layer, and access layer to avoid single
point of failure. For Building Access layer provide redundant
uplinks connection.
· Select appropriate Cisco switch model for each part of your
enterprise campus model design from the Cisco Products Link,
and use the following assumptions in your selection process:
1. Selecting the Access layers’ switches:
0. Provide one port to each device
0. Make provision for 100% growth
1. Server farm switches
a. Assume 6 NIC cards in each server and one NIC card uses
one port of switch
b. Dual processors and dual power supply
· Propose an IP addressing redesign that optimizes IP
addressing and IP routing (including the use of route
summarization). Provide migration provision to IPv6 protocol in
future.
· Propose a High Level security plans to secure key applications
and servers but encryption of all application is not acceptable.
Develop security policy to stop sniffing and man-in-the-middle
attack. Your security plan must be based on current industry
standards. Multilayer security or defense-in-depth.

· Integrate voice and data network to reduce cost. For dialing
outside, the World-Wide Trading Company proposes a plan for
100% connectivity with a minimum number of outside lines.
For telephone requirements, see the Organization Chart and
Telephone Equipment Table.
· Provide state of the art VoIP and Data Network.
· Provide aggregate routing protocols with hierarchal IP
scheme.
· Centralize all services and servers to make the network easier
to manage and more cost-effective.
· Provide LAN speed minimum 100 MB and Internet speed
minimum 54 MB.
· Provide wireless network access to network users and guest
users with a minimum 54 Mbps of bandwidth. (You can assume
that site survey is done and no sources of interference or RF
were discovered.)
· Provide provisions for video conference and multicast
services.
· Standardize on TCP/IP protocols for the network. Macintoshes
will be accessible only on guest notebook but must use TCP/IP
protocols or the Apple Talk Filling Protocol (AFP) running on
top of TCP.
· Provide extra capacity at switches so authorized users can
attach their notebook PCs to the network
· Configure DHCP on notebook PCs
· The World-Wide Trading Company will use the following

applications/services:
· Microsoft Office 365 plan (Office 2016, Exchange, Active
Directory, SharePoint, One Drive, and Skype for Business)
· Sending and receiving e-mail
· Accessing the library card-catalog
· File Server application.
· Adobe Pro
· Secure Zip
· Associate will use the following Custom Applications
· Market Tracking Application. This application will provide
real-time status of stock and bond market to brokers and their
clients.
· Stock and Bond Analytical Application. This application will
provide analysis of stock and Bond to Brokers only.
· On Line Trading. The Company wishes to train new clients in
online trading to attract new customer. The Company will sign
up new client to receive streaming video and instructions
Assume any information (with proper justification) which you
think is missing and critical to the development of the design.
WWTC Security
WWTC has strong security requirements to ensure strong
authentication, data confidentiality and separations between
internal protected server and public server.
Classified Network
In addition to the required unclassified network, WWTC is
requiring a classified network:
0. The classified network must be physically separated from the
unclassified network.
0. Only VPs and Department heads are allowed to access the
classified network

0. Control should be put in place to prevent local users from
accessing the classified network or removing data in any way.
This includes removing media, AV recorders, pen and paper,
and any form of printer.
0. All data transmitted on the classified network must be
cryptographically protected throughout the network (Crypto
devices are highly recommended).
0. All classified data must be centrally stored and secured in a
physically separate area from the unclassified network.
0. The classified network is used for classified email only.
WWTC needs to be able to send classified email from the NYC
office to their HQ office.
0. No redundancy, AD, Wireless, or VoIP required for the
classified network – just a simple network for classified email
only.
Unclassified Network:
The security design must ensure:
· Confidentiality, Integrity, and Availability of the data
· Physical, Logical, and Administrative security controls
· Secure e-mail used to communicate business sensitive
information.
· Confidential business information and public data are not
connected to the same physical network.
· the use of two-factor authentication mechanism is enabled.
· Sensitive business information must not be transmitted in clear
text between server and client.
Secure WAN Connectivity
In addition to the cryptographic protections of the data within
the classified network, all data crossing wide-area links should
undergo another layer of cryptographic protection such as
IPSec/VPN/SSL.

Public Servers
All public servers must be configured HTTPS connections and
accept all requests that are on valid IP addresses and pass
through firewall. Server must ask some identity of the
connecting party.
Site-to-site VPN tunnels
All devices must be mutually authenticated and cryptographic
protection should be provided.
User Education
All users should undergo periodic user awareness security
training program on network threats and good security
practices.
Other Security Deliverables:
1. Determine the most important assets of the company, which
must be protected
1. Determine general security architecture for the company
1. Develop a list of 12 specific security policies that could be
applied.
1. Write specific details along with the rationale for each policy
1. Integrate and write up the final version of the Security Policy
Document for submittal
1. Develop a High availability secure design for this locations
addressing above considerations and mitigating 4 primary
networks attacks categories mentioned below.
Protect the Network from Four Primary Attack Categories:
1. Reconnaissance attacks: An intruder attempts to discover and
map systems, services, and vulnerabilities.
2. Access attacks: An intruder attacks networks and systems to
retrieve data, or gain access, or escalate access privileges
3. Denial of Service attacks: An intruder attacks your network

in a way that damages or corrupts your computer system or
denies you and others access to your networks, system, or
services.
4. Worms, viruses, and Trojan horses: Malicious software is
inserted onto a host in order to damage a system, corrupt a
system, replicate itself, or deny services or access to networks,
system or services.
Sample Security Policies:
1. Policies defining acceptable use
2. Policies governing connections to remote network
3. Polices outlining the sensitivity level of the various types of
information held within an organization
4. Policies protecting the privacy of the network’s user and any
customer data
5. Policies defining security baselines to be met by devices
before connecting them to the network.
6. Policies for incident response handling
WWTC Active Directory Design
WWTC office at New York is largely autonomous and few IT
personnel to take care of day-to-day IT support activities such
as password resets troubleshoot virus problems. You are
concerned about sensitive data store in this location. You want
to deploy a highly developed OU structure to implement
security policies uniformly through GPO automatically at all
domains, OU, and workstations.
At this location Windows Server 2012 R2 is required providing
the following 10 AD features:
1. Use BitLocker encryption technology for devices (server and
Work station) disc space and volume.
2. Enables a BitLocker system on a wired network to
automatically unlock the system volume during boot (on capable
Windows Server 2012 R2 networks), reducing internal help desk

call volumes for lost PINs.
3. Create group policies settings to enforce that either Used
Disk Space Only or Full Encryption is used when BitLocker is
enabled on a drive.
4. Enable BranchCache in Windows Server 2012 for substantial
performance, manageability, scalability, and availability
improvements
5. Implement Cache Encryption to store encrypted data by
default. This allows you to ensure data security without using
drive encryption technologies.
6. Implement Failover cluster services
7. Implement File classification infrastructure feature to provide
automatic classification process.
8. IP Address Management (IPAM) is an entirely new feature in
Windows Server 2012 that provides highly customizable
administrative and monitoring capabilities for the IP address
infrastructure on a corporate network.
9. Smart cards and their associated personal identification
numbers (PINs) are an increasingly popular, reliable, and cost-
effective form of two-factor authentication. With the right
controls in place, a user must have the smart card and know the
PIN to gain access to network resources.
10. Implement Windows Deployment Services to enables you to
remotely deploy Windows operating systems. You can use it to
set up new computers by using a network-based installation.
Other AD Deliverables:
· Create Active directory infrastructure to include recommended
features
· Create OU level for users and devices in their respective OU
· Create Global, Universal, Local group. Each global group will
contain all users in the corresponding department. Membership
in the universal group is restrictive and membership can be
assigned on the basis of least privileged principle. (For design

purpose, you can assume that WTC as a Single Forest with
multiple domains).
· Create appropriate GPO and GPO policies and determine
where they will be applied.
Reference:
WWTC Organization Chart
VP of Operation (CIO, CFO, CHRO)
Regional VPs: VP NW USA, VP SW USA, VP NE USA, VP SE
USA, VP M USA
Note: WWTC is opening an office only at New York location.
Please do not confuse Office holder’s title (VP NW USA) with
the location.
Table: -1 Sample Equipment Inventory (this is just a sample;
you would need to insert your own equipment and comments)
Subnet
Offices
Telephone
Devices
Comment
VP OPR
VP OPR Office
2
1
Work Stations
CEO IT

2
1
Work Stations
CEO FIN
2
1
Work Stations
CEO HR
2
1
Work Stations
CEO IT’s Staff
2
1
Work Stations
CEO FIN’s Staff
2
1
Work Stations
CEO HR’s Staff
2
1
Work Stations
VP NW USA,
VP Office
2

2
Work Stations
Manager 1
2
2
Work Stations
Manager 2
2
2
Work Stations
Broker 1
2
2
Work Stations
Broker 2
2
2
Work Stations
Broker 3
2
2
Work Stations
Broker 4
2
2
Work Stations
Staff
2
2

Work Stations
VP SW USA
VP SW Office
2
2
Work Stations
Manager 1
2
2
Work Stations
Manager 2
2
2
Work Stations
Broker 1
2
2
Work Stations
Broker 2
2
2
Work Stations
Broker 3
2
2
Work Stations

Broker 4
2
2
Work Stations
Staff
2
2
Work Stations
VP NE USA
VP NE Office
2
2
Work Stations
Manager 1
2
2
Work Stations
Manager 2
2
2
Work Stations

Broker 1
2
2
Work Stations
Broker 2
2
2
Work Stations
Broker 3
2
2
Work Stations
Broker 4
2
2
Work Stations
Staff
2
2
Work Stations
VP SE USA
VP SE Office
2
2
Work Stations
Manager 1

2
2
Work Stations
Manager 2
2
2
Work Stations
Broker 1
2
2
Work Stations
Broker 2
2
2
Work Stations
Broker 3
2
2
Work Stations
Broker 4
2
2
Work Stations
Staff
2
2
Work Stations

VP M USA
VP M Offices
2
2
Work Stations
Manager 1
2
2
Work Stations
Manager 2
2
2
Work Stations
Broker 1
2
2
Work Stations
Broker 2
2
2
Work Stations
Broker 3
2
2

Work Stations
Broker 4
2
2
Work Stations
Staff
2
2
Work Stations
Printer
20
At various offices. Exact location to be determined.
Server
WLC and AP ordering Guide
Table 4. Sample Ordering Information for Cisco Wireless LAN

Controllers (you need to provide your own list)
Product
Features
Customer Requirements
Part Number
Wireless LAN Controllers
Cisco 4400 Series Wireless LAN Controller
• Modular support of 12, 25, 50, or 100 Cisco Aironet access
points
• The Cisco 4402 with 2 Gigabit Ethernet ports supports
configurations for 12, 25, and 50 access points
• The Cisco 4404 with 4 Gigabit Ethernet ports supports
configurations for 100 access points
• IEEE 802.1D Spanning Tree Protocol for higher availability
• IPSec encryption
• Industrial-grade resistance to electromagnetic interferences
(EMI)
• For midsize to large deployments
• High availability
• AIR-WLC4402-12-K9
• AIR-WLC4402-25-K9
• AIR-WLC4402-50-K9
• AIR-WLC4404-100-K9
See the Cisco Wireless LAN Controllers Data Sheet for more
information.
• Supports up to 6, 12 or 25 Cisco Aironet access points
• Eight Ethernet ports, two of which can provide power directly
to Cisco APs
• Desk mountable
• For retail, enterprise branch offices, or SMB deployments
• AIR-WLC2106-K9
• AIR-WLC2112-K9
• AIR-WLC2125-K9
See the Cisco 2106 Wireless LAN Controller Data Sheet for

more information.
Cisco Catalyst® 6500 Series /7600 Series Wireless Services
Module (WiSM)
• Wireless LAN Controller for Cisco Catalyst 6500 or Cisco
7600 Series Router
• Supports 300 Cisco Aironet access points
(EMI)
• Intrachassis and interchassis failover
• Interoperable with Cisco Catalyst 6500 Series Firewall and
IDS services modules
• Embedded system for the Cisco Catalyst 6500 Series and
Cisco 7600 Series Router infrastructure
• For large-scale deployments
• WS-SVC-WISM-1-K9
• WS-SVC-WISM-1-K9= (spare)
See the Cisco Catalyst Wireless Services Module Data Sheet for
more information.
Cisco Catalyst 3750G Integrated WLAN Controller
• Cisco Catalyst 3750G Series Switch with wireless LAN
controller capabilities
• Modular support of 25 or 50 Cisco Aironet access points per
switch (and up to 200 access points per stack*)
(EMI)
• For midsize to large deployments
• WS-C3750G-24WS-S25
• WS-C3750G-24WS-S50
See the Cisco Catalyst 3750G Integrated Wireless LAN
Controller Data Sheet for more information.
Cisco Wireless LAN Controller Module for Cisco Integrated
Services Routers

• Wireless LAN controller integrated into Cisco integrated
services routers
• Supports 6, 8, 12, or 25 Cisco Aironet access points
• Embedded system for Cisco 2800/3800 Series and Cisco 3700
Series routers
• For retail, small to medium-sized deployments or branch
offices
• NME-AIR-WLC6-K9
• NME-AIR-WLC6-K9= (spare)
• NME-AIR-WLC8-K9
• NME-AIR-WLC12-K9
• NME-AIR-WLC25-K9
See the Cisco WLAN Controller Modules Data Sheet for more
information.
Please refer to the Cisco Wireless LAN Controller Ordering
Guide supplement to learn when to add the following SKUs to
track the deployment of voice and context-aware mobility
applications.
Table 2. Cisco Aironet Indoor Rugged, Indoor, Wireless Mesh,
and Outdoor Rugged Access Points
Product
Features
Customer Requirements
Part Number
Indoor Rugged Access Points
Cisco Aironet 1250 Series
• Industry's first business-class access point based on the IEEE
802.11n draft 2.0 standard
• Provides reliable and predictable WLAN coverage to improve
the end-user experience for both existing 802.11a/b/g clients
and new 802.11n clients

• Offers combined data rates of up to 600 Mbps to meet the
most rigorous bandwidth requirements
• Designed for both office and challenging RF environments
• Especially beneficial for environments with the following
characteristics:
• Challenging RF environments (for example, manufacturing
plants, warehouses, clinical environments)
• Bandwidth-intensive applications (for example, digital
imaging, file transfers, network backup)
• Real-time, latency-sensitive applications such as voice and
video
• Need to support existing 802.11a/b/g and new 802.11n
wireless clients
Access point platform with pre-installed radio modules:
• AIR-AP1252AG-x-K9: 802.11a/g/n-draft 2.0 2.4/5-GHz
Modular Autonomous Access Point; 6 RP-TNC
• AIR-AP1252G-x-K9: 802.11g/n-draft 2.0 2.4-GHz Modular
Autonomous Access Point; 3 RP-TNC
• AIR-LAP1252AG-x-K9: 802.11a/g/n-draft 2.0 2.4/5-GHz
Modular Unified Access Point; 6 RP-TNC
• AIR-LAP1252G-x-K9: 802.11g/n-draft 2.0 2.4-GHz Modular
Unified Access Point; 3 RP-TNC
See the Cisco Aironet 1250 Series Ordering Guide for more
information.
Cisco Aironet 1240AG Series
• Second-generation 802.11a/g dual-band indoor rugged access
point
• 2.4-GHz and 5-GHz antenna connectors for greater range or
coverage versatility and more flexible installation options using
the broad selection of Cisco antennas available
• Ideal for challenging indoor RF environments
• Recommended for offices and similar environments
• Ideal for deployments above suspended ceilings
• Recommended for outdoors when deployed in a weatherproof
NEMA-rated enclosure
• AIR-AP1242AG-x-K9: 802.11a/g Nonmodular Cisco IOS

Software- Based Access Point; RP-TNC
• AIR-LAP1242AG-x-K9: 802.11a/g Nonmodular LWAPP
Access Point; RP-TNC
See the Cisco Aironet 1240AG Series 802.11a/b/g Data Sheet
for more information.
Indoor Access Points
Cisco Aironet 1130AG Series
Low-profile, enterprise-class 802.11a/g access point with
integrated antennas for easy deployment in offices and similar
RF environments
Ideal for offices and similar environments
• AIR-AP1131AG-*X-K9
See the Cisco Aironet 1130AG Series Ordering Guide for more
information.
Wireless Mesh Access Points
• Next-generation outdoor wireless mesh access point
• Integrated dual band 802.11 a/b/g radios, Ethernet, fiber and
cable modem interface
• Provides easy and flexible deployments for outdoor wireless
network
• Available in a lightweight version only
• Ideal for outdoors
• Recommended for industrial deployments and local
government, public safety, and transit agencies
• AIR-LAP1522AG-X*-K9:
See the Cisco Aironet 1520 Series Lightweight Outdoor Mesh
Access Point Ordering Guide for more information.
• Mesh access point that enables cost-effective, scalable
deployment of secure outdoor wireless LANs for metropolitan
networks or enterprise campuses
• Available in a lightweight version only
• Ideal for outdoors
• Recommended for providing wireless services and applications
to local government, public safety, and transit agencies

• AIR-LAP1510AG-*X-K9:
• Cisco Aironet 1510AG Lightweight Outdoor Mesh Access
Point, FCC configuration
information.
Outdoor Rugged Access Points
• High-speed, high-performance outdoor bridging solution for
line-of-sight applications
• Offers affordable alternative to leased-line services
• Available in a standalone version only
• High-speed building-to-building or campus connectivity
• Share LAN/Internet access between two or more sites
• Fast installation
• AIR-BR1410A-*X-K9: With integrated antenna
• AIR-BR1410A-A-K9-N: With N-Type connector for use with
external antennas
See the Cisco Aironet 1400 Series Bridge Data Sheet for more
information.
Outdoor access point/bridge offers high-speed and cost-
effective wireless connectivity between multiple fixed or mobile
networks and clients
Ideal for outdoor areas, network connections within a campus
area, temporary networks for portable or military operations, or
outdoor infrastructure for mobile networks
● AIR-BR1310G-X-K9: With integrated antenna
● AIR-BR1310G-X-K9-R: With RP-TNC connector for use with
external antennas
● AIR-BR1310G-A-K9-T: For transportation applications
information.
*X = regulatory domain
(Source: Curtsy Cisco Web site
http://cisco.com/en/US/prod/collateral/wireless/ps5679/ps6548/

prod_brochure0900aecd80565e00_ps2706_Products_Brochure.h
tml)
WLC and AP Placement Templates
Suggested Placement Table Wireless Network
Building
Access Point
Requirements
Wireless LAN Controller
Requirements
Total AP
Total WLC
Building
Lobby
Cafeteria
Conference room

Suggested Product Table (WLC)
WLC
Cisco Part Number
Quantity
Cost
AIR-WLC2106-K9
2
Suggested Product Table (AP)
AP
Cisco Part Number
Quantity
Cost

AIR-AP1252AG-x-K9: 802.11a/g/n-draft 2.0 2.4/5-GHz
Modular Autonomous Access Point; 6 RP-TNC
20
VP OPER
10 staff
CEO IT
20 Staff
CEO HR
20 staff
CEO FIN
2 Staff
VP Operational Office
President
Manager 2
Manager 1
VP NW USA
CEO HR
CEO FIN
CEO IT
VPOPR
Manager 2
Manager 1
VP SW USA
Manger 2

Manager 1
VP M USA
Manager 2
Manager 1
VP SE USA
Manager 2
Manger 1
VP NE USA
World-Wide Trading Company Organizational Chart
VP
Broker 4
Broker 3
Broker 2
Broker 1
3 staff
Manager 2
Broker 4
Broker 3
Broker 2
Broker 1
3 Staff
Manager 1
2 Staff
Vice President Office

Dr. Sam Musa01-01-2017Network LAN Design with VoIP and Wireles.docx

Recommended

Recommended

More Related Content

Similar to Dr. Sam Musa01-01-2017Network LAN Design with VoIP and Wireles.docx

Similar to Dr. Sam Musa01-01-2017Network LAN Design with VoIP and Wireles.docx (20)

More from kanepbyrne80830

More from kanepbyrne80830 (20)

Recently uploaded

Recently uploaded (20)

Dr. Sam Musa01-01-2017Network LAN Design with VoIP and Wireles.docx