assignment news meaning

Understanding some key words commonly used in assignments also may simplify your task. Toward this end, let's take a look at two seemingly impenetrable instructions: "discuss" and "analyze."

1. Discuss the role of gender in bringing about the French Revolution.

• "Discuss" is easy to misunderstand because the word calls to mind the oral/spoken dimension of communication. "Discuss" suggests conversation, which often is casual and undirected. In the context of an assignment, however, discussion entails fulfilling a defined and organized task: to construct an argument that considers and responds to an ample range of materials. To "discuss," in assignment language, means to make a broad argument about a set of arguments you have studied. In the case above, you can do this by
• pointing to consistencies and inconsistencies in the evidence of gendered causes of the Revolution;
• raising the implications of these consistencies and/or inconsistencies (perhaps they suggest a limited role for gender as catalyst);
• evaluating different claims about the role of gender; and
• asking what is gained and what is lost by focusing on gendered symbols, icons and events.

A weak discussion essay in response to the question above might simply list a few aspects of the Revolution—the image of Liberty, the executions of the King and Marie Antoinette, the cry "Liberte, Egalite, Fraternite!" —and make separate comments about how each, being "gendered," is therefore a powerful political force. Such an essay would offer no original thesis, but instead restate the question asked in the assignment (i.e., "The role of gender was very important in the French Revolution" or "Gender did not play a large role in the French Revolution").

In a strong discussion essay, the thesis would go beyond a basic restatement of the assignment question. You might test the similarities and differences of the revolutionary aspects being discussed. You might draw on fresh or unexpected evidence, perhaps using as a source an intriguing reading that was only briefly touched upon in lecture.

2. Analyze two of Chaucer's Canterbury Tales, including one not discussed in class, as literary works and in terms of sources/analogues.

The words "analyze" and "analysis" may seem to denote highly advanced, even arcane skills, possessed in virtual monopoly by mathematicians and scientists. Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. "Analyze" means two things in this specific assignment prompt.

• First, you need to divide the two tales into parts, elements, or features. You might start with a basic approach: looking at the beginning, middle, and end. These structural features of literary works—and of historical events and many other subjects of academic study—may seem simple or even simplistic, but they can yield surprising insights when examined closely.
• Alternatively, you might begin at a more complex level of analysis. For example, you might search for and distinguish between kinds of humor in the two tales and their sources in Boccaccio or the Roman de la Rose: banter, wordplay, bawdy jokes, pranks, burlesque, satire, etc.

Second, you need to consider the two tales critically to arrive at some reward for having observed how the tales are made and where they came from (their sources/analogues). In the course of your essay, you might work your way to investigating Chaucer's broader attitude toward his sources, which alternates between playful variation and strict adherence. Your complex analysis of kinds of humor might reveal differing conceptions of masculine and feminine between Chaucer and his literary sources, or some other important cultural distinction.

Analysis involves both a set of observations about the composition or workings of your subject and a critical approach that keeps you from noticing just anything—from excessive listing or summarizing—and instead leads you to construct an interpretation, using textual evidence to support your ideas.

Some Final Advice

If, having read the assignment carefully, you're still confused by it, don't hesitate to ask for clarification from your instructor. He or she may be able to elucidate the question or to furnish some sample responses to the assignment. Knowing the expectations of an assignment can help when you're feeling puzzled. Conversely, knowing the boundaries can head off trouble if you're contemplating an unorthodox approach. In either case, before you go to your instructor, it's a good idea to list, underline or circle the specific places in the assignment where the language makes you feel uncertain.

William C. Rice, for the Writing Center at Harvard University

Synonyms of assignment

• as in lesson
• as in appointment
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Thesaurus Definition of assignment

Synonyms & Similar Words

• responsibility
• undertaking
• requirement
• designation
• appointment
• authorization
• installment
• installation
• destination
• emplacement
• investiture
• singling (out)

Antonyms & Near Antonyms

• dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 26 Apr. 2024.

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

• Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
• Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
• 19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
• 20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
• Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

• Introduction : introduces the topic and thesis statement
• Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
• Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

• Title page : includes the title of the paper, author’s name, date, and institution
• Abstract : summarizes the paper’s main points and conclusions
• Introduction : provides background information on the topic and research question
• Literature review: summarizes previous research on the topic
• Methodology : explains how the research was conducted
• Results : presents the findings of the research
• Discussion : interprets the results and draws conclusions
• Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

• Introduction : introduces the case study and its purpose
• Background : provides context and background information on the case
• Analysis : examines the key issues and problems in the case
• Solution/recommendations: proposes solutions or recommendations based on the analysis
• Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

• Title page : includes the title of the experiment, author’s name, date, and institution
• Abstract : summarizes the purpose, methodology, and results of the experiment
• Methods : explains how the experiment was conducted
• Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

• Introduction : introduces the topic and purpose of the presentation
• Body : presents the main points, findings, or data, with the help of visual aids
• Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

• Introduction : introduces the project and its purpose
• Body : presents the creative work, with explanations or descriptions as needed
• Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

• Hook: Grab the reader’s attention with a catchy opening sentence.
• Background: Provide some context or background information on the topic.
• Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

• Topic sentence: Introduce the main idea or argument of the paragraph.
• Evidence: Provide evidence or examples to support your point.
• Analysis: Explain how the evidence supports your argument.
• Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

• Restate thesis: Summarize your main argument or point.
• Review key points: Summarize the main points you made in your essay.
• Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

• Title: Give your paper a descriptive title.
• Author: Include your name and institutional affiliation.
• Date: Provide the date the paper was submitted.

II. Abstract

• Background: Summarize the background and purpose of your research.
• Methodology: Describe the methods you used to conduct your research.
• Results: Summarize the main findings of your research.
• Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

• Background: Provide some background information on the topic.
• Research question: State your research question or hypothesis.
• Purpose: Explain the purpose of your research.

IV. Literature review

• Background: Summarize previous research on the topic.
• Gaps in research: Identify gaps or areas that need further research.

V. Methodology

• Participants: Describe the participants in your study.
• Procedure: Explain the procedure you used to conduct your research.
• Measures: Describe the measures you used to collect data.

VI. Results

• Quantitative results: Summarize the quantitative data you collected.
• Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

• Interpretation: Interpret the results and explain what they mean.
• Implications: Discuss the implications of your research.
• Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

• Review key points: Summarize the main points you made in your paper.

Case study template:

• Background: Provide background information on the case.
• Research question: State the research question or problem you are examining.
• Purpose: Explain the purpose of the case study.

II. Analysis

• Problem: Identify the main problem or issue in the case.
• Factors: Describe the factors that contributed to the problem.
• Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

• Proposed solution: Describe the solution you are proposing.
• Rationale: Explain why this solution is the best one.
• Implementation: Describe how the solution can be implemented.

IV. Conclusion

• Summary: Summarize the main points of your case study.

Lab report template:

• Title: Give your report a descriptive title.
• Date: Provide the date the report was submitted.
• Background: Summarize the background and purpose of the experiment.
• Methodology: Describe the methods you used to conduct the experiment.
• Results: Summarize the main findings of the experiment.
• Conclusion: Provide a brief summary of the implications and conclusions
• Background: Provide some background information on the experiment.
• Hypothesis: State your hypothesis or research question.
• Purpose: Explain the purpose of the experiment.

IV. Materials and methods

• Materials: List the materials and equipment used in the experiment.
• Procedure: Describe the procedure you followed to conduct the experiment.
• Data: Present the data you collected in tables or graphs.
• Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

• Implications: Discuss the implications of your findings.
• Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

• Restate hypothesis: Summarize your hypothesis or research question.
• Review key points: Summarize the main points you made in your report.

Presentation template:

• Attention grabber: Grab the audience’s attention with a catchy opening.
• Purpose: Explain the purpose of your presentation.
• Overview: Provide an overview of what you will cover in your presentation.

II. Main points

• Main point 1: Present the first main point of your presentation.
• Supporting details: Provide supporting details or evidence to support your point.
• Main point 2: Present the second main point of your presentation.
• Main point 3: Present the third main point of your presentation.
• Summary: Summarize the main points of your presentation.
• Call to action: End with a final thought or call to action.

Creative writing template:

• Setting: Describe the setting of your story.
• Characters: Introduce the main characters of your story.
• Rising action: Introduce the conflict or problem in your story.
• Climax: Present the most intense moment of the story.
• Falling action: Resolve the conflict or problem in your story.
• Resolution: Describe how the conflict or problem was resolved.
• Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

• Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
• Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
• Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
• Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
• Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
• Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
• Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

• Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
• Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
• Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
• Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
• Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
• Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

• Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
• Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
• Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
• Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
• Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

• Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
• Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
• Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
• Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
• Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
• Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
• Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

• Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
• Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
• Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
• Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
• Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

• Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
• Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
• Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
• Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
• Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

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The Secret Service agent was removed during an incident on Monday morning shortly before Vice President Kamala Harris left for a campaign event in Wisconsin.

By Hamed Aleaziz and Jazmine Ulloa

A U.S. Secret Service agent was removed from Vice President Kamala Harris’s security detail this week after the officer “began displaying behavior their colleagues found distressing,” an agency spokesman said on Thursday.

The incident happened Monday morning at Joint Base Andrews outside of Washington, shortly before Ms. Harris left for a campaign event in Wisconsin. A New York Times reporter who was among the media members traveling with Ms. Harris heard medical personnel trying to calm a person down at the scene. The incident was earlier reported by The Washington Examiner .

“At approximately 9 a.m. April 22, a U.S. Secret Service special agent supporting the vice president’s departure from Joint Base Andrews began displaying behavior their colleagues found distressing,” the Secret Service spokesman, Anthony Guglielmi, said in a statement.

“The agent was removed from their assignment while medical personnel were summoned,” Mr. Guglielmi said. He added that Ms. Harris was at the Naval Observatory in Washington, where the vice president lives, during the incident and that “there was no impact on her departure from Joint Base Andrews.”

Secret Service officials did not provide any further information on the incident, saying only that it was a “medical matter.”

Hamed Aleaziz covers the Department of Homeland Security and immigration policy. More about Hamed Aleaziz

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Student protesters are demanding universities divest from Israel. What does that mean?

Pro-Palestinian demonstrators are calling on universities to sell investments in companies they say are complicit in war in Gaza

As protests against Israel’s offensive in Gaza are spreading throughout American campuses, one demand made by students across schools keeps coming up: divestment from Israel .

Universities rely on endowments to fund things like research and scholarships, and those endowments are typically invested in companies and alternative asset classes, such as private equity and hedge funds.

Broadly speaking, calls for divestment are demands to sell investments in companies that students say are complicit in the war. But what specifically are students asking for?

What are these divestment campaigns about?

Student protesters calling for divestment from the war in Gaza have chosen divergent targets.

At Columbia, students are demanding the university drop its direct investments in companies doing business in or with Israel, including Amazon and Google, which are part of a $1.2bn cloud-computing contract with Israel’s government; Microsoft, whose services are used by Israel’s ministry of defense and Israeli civil administration; and defense contractors profiting from the war such as Lockheed Martin , which on Tuesday reported its earnings were up 14% .

Students at the University of California, Berkeley, have similarly called for divestment of Israel across the board, as have student groups at New York University. 

Other groups, such as Yale University’s Endowment Justice Coalition and student groups at Cornell University, are pushing administrators to drop investments in weapons manufacturers specifically.

Some campus organizers are fusing the demands for fossil fuel divestment, which has become a popular target of campus activism over the past decade, and divestment from the war in Gaza. On Monday, Sunrise’s Columbia chapter held a Reclaim Earth Day event at the Columbia encampment to call attention to the relationship between the climate crisis and the war in Gaza. That includes the emissions from the aircraft and tanks Israel is using for the war as well as those generated by making and launching bombs, artillery and rockets, not to mention the environmental devastation .

Yale’s Endowment Justice Coalition, which is leading the push for divestment from weapons manufacturers, is also calling for fossil fuel divestment.

Is there precedent for these kinds of divestment campaigns?

Divestment movements have a long history among US student activists.

In 1965, the Student Nonviolent Coordinating Committee, Students for a Democratic Society, and the Congress of Racial Equality held a New York City sit-in calling for Chase Bank to stop financing apartheid in South Africa. Throughout the 1970s and 1980s, many campus organizers also successfully pressured their schools to cut financial ties with companies that supported the apartheid regime, including Columbia, which became the first Ivy League university to do so.

The anti-apartheid campaign inspired another movement, too: the call for boycott, divestment and sanctions (BDS). Co-founded by the Palestinian Columbia University alumnus Omar Barghouti, BDS is a strategy that aims to end international support for Israel due to its treatment of Palestinians – a relationship many scholars and officials describe as another apartheid .

More recently, fossil fuel divestment campaigners have seen significant wins on US campuses, with about 250 US educational institutions committing to pull investments in polluting companies, according to data from Stand.earth and 350.org.

Is there any chance these campaigns will succeed?

Calls to divest from Israel have seen more muted success . While numerous campus groups have called for their institutions to take up the BDS framework, no US universities have made such a commitment.

In 2009, Hampshire College divested from a mutual fund with Israeli holdings after facing pressure from BDS activists. (Administrators officially denied the decision was boycott-related.)

Other colleges have been forced to consider the issue: in 2019, for instance, a Brown committee recommended the university divest from companies linked to human rights violations, said Olivia Katbi, organizer with the BDS movement. 

Campus groups at some universities have also passed non-binding resolutions calling for divestment. American University’s student government association, for instance, passed a resolution on Sunday calling for the university to divest support from Israel, but the university president, Sylvia Burwell, has said the school would not comply with their demand.

Though they are facing an uphill battle, supporters of divestment say their campaigns have brought awareness to the issues they are highlighting.

Matt Leonard, director of the Oil and Gas Action Network and an early advocate for fossil fuel divestment in the US, said the campaigns against polluters had made it more difficult for oil majors to recruit young talent. He hopes to see the same dynamic play out for profiteers of the war in Gaza, including Lockheed Martin and Raytheon, which makes the Israeli missile defense system known as the Iron Dome.

But just as the movements have inspired one another, backlash has inspired backlash. In 2021, for instance, Texas passed a law forbidding the state from doing business with entities that “boycott energy companies”.

That law, which has sparked copycat legislation in several other states, was inspired by a 2017 law designed to prevent the state from doing business with entities that advocate BDS in support of Palestine. 

• US universities
• Israel-Gaza war
• Palestinian territories

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Meaning of assign in English

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assign verb [T] ( CHOOSE )

• Every available officer will be assigned to the investigation .
• The textbooks were assigned by the course director .
• Part of the group were assigned to clear land mines .
• Each trainee is assigned a mentor who will help them learn more about the job .
• We were assigned an interpreter for the duration of our stay .
• accommodate
• accommodate someone with something
• administration
• arm someone with something
• hand something back
• hand something down
• hand something in
• hand something out
• re-equipment
• reassignment

You can also find related words, phrases, and synonyms in the topics:

assign verb [T] ( SEND )

• She was assigned to the Paris office .
• All the team were assigned to Poland.
• advertisement
• employment agency
• equality, diversity and inclusion
• reinstatement
• relocation expenses
• testimonial

assign verb [T] ( COMPUTING )

• 3-D printing
• adaptive learning
• additive manufacturing
• hexadecimal
• hill climbing
• telerobotics
• word processing

assign verb [T] ( GIVE LEGALLY )

Phrasal verb, assign | american dictionary, assign | business english, examples of assign, translations of assign.

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Should Americans be worried about the border? The first Texas border czar says yes.

First Texas border czar Mike Banks talks immigration reform, border security

Mike Banks likes to joke that he spent one day in retirement after serving more than two decades in the U.S. Border Patrol. But it only took one phone call from  Texas Gov. Greg Abbott  to get him back to border enforcement – this time, for the state.

Abbott's Texas is testing the limits of  what states can do  to control immigration. As the pioneering  first "border czar" of Texas , Banks is advising the governor's evolving – and controversial – border security strategy even as the Biden administration fights Texas' tactics  in federal court .

The election-season stakes were on display earlier this year when a bipartisan border security bill – endorsed by the White House – failed despite broad voter support.  Republicans backed off the bill  after Donald Trump publicly blasted it.

In a mobile command vehicle parked near the Rio Grande river in Eagle Pass, Banks spoke to USA TODAY about his views on cartel threats, concertina wire and comprehensive immigration reform. (This interview has been edited for brevity and clarity.)

Polls have shown that voters across the country, even outside of border states, are ranking immigration border security as a top issue. Should they be worried?

Every state has really become a border state. Never in my career have I seen such large numbers entering the country illegally. And so I think we should be worried about it.

First and foremost, we need to separate immigration from border security.

What you have right now is the cartels weaponizing immigration against the forces on the border, whether it be Border Patrol, the state of Texas, any other law enforcement. They're weaponizing the migrants, holding them back, pushing them across at certain times, in order to overwhelm the system.

That now leaves miles and miles of border wide open where they can push through the got-aways, they can push through the hard narcotics, they can push through the high-value targets. So I think it's way beyond time for America to be concerned about our border being as wide open as it is.

What do you mean when you say we need to 'separate immigration from border security'?

It's far past time for the U.S government to come up with comprehensive immigration reform. Immigration reform isn't 'Let's create a crisis at the border, and then you'll just give me whatever I want.'

The left and the right need to sit down and come up with a viable immigration system that works for today's migrants, for what we need in this country for workforce, for what we need for population (growth), for what we need in getting experts into this country.

What we can't do is have open borders in between the ports of entry where anyone can come through. And the federal government is inviting this to continue happening.

Texas is building its own border infrastructure from concertina wire to a 'forward operating base' here in Eagle Pass. What's next? What does the Texas border look like five years from now?

You need the right combination of technology, infrastructure, personnel and consequences. So that's what we're trying to put together as a total package in the state of Texas. We are building state border wall at the exact same specifications that the previous (Trump) administration was building border wall. Does border wall stop everything? No. It's like a lock on anything else. It keeps honest people honest. And it works as a force multiplier. You can control the area with less manpower.

Additionally, I would say that over the next five years... we're going to continue building tactical infrastructure. We're going to continue building border wall. Right now, our current pace is about one mile a week. We're going to put up things like the the border buoy barriers, with the understanding that you don't need a wall from sea to shining sea.

If you look at the numbers... you will see that while Texas owns almost 64% of the entire land mass with Mexico, 1,254 miles, we now account for less than 30% of all the cross-border traffic. (Editor's note:  U.S. Customs and Border Protection data  show 44% of illegal crossings have occurred in Texas in fiscal 2024 through March.) To me, what that shows is that deterrence does work, that you can deter people from crossing illegally. Right now they're going to the path of least resistance. And the path of least resistance for illegal immigration is California, Arizona, New Mexico.

Do you have any contact with counterparts in Mexico?

We do. We don't communicate at the same level as I did when I was in the Border Patrol, at the federal level. But on the state level, we communicate. There's communications from governor to governor. There's communications from the different state police agencies with our police agencies, with Guardia Nacional and our National Guard. We communicate with Mexico daily, if not multiple times a day.

Is Mexico doing enough to slow the flow of migrants?

Many (Mexican) states along the border... are feeling much the same way Texas is, where the states are being overrun with illegal immigration and being left to fend for themselves on the south side, without the proper assistance from the federal government. So they're stepping up on the south side in these Mexican states and doing what they can to deter illegal immigration, as well.

Is the federal government of Mexico doing enough? No. Is the federal government United States doing enough? No.

Do you envision a state-level Border Patrol? Or will the Texas National Guard be on permanent assignment?

I think the border states definitely have to be involved in border security. I can tell you from the 23 years I was in the Border Patrol, we worked with state military, we worked with state law enforcement (and) the state of Texas. As far as a Texas Border Patrol, I think that's for the Legislature and the people of Texas to decide.

We're going to do everything we can to protect Texas and the rest of America. If you go out in (Shelby Park), you will see soldiers from the state of Florida. You will see them from Iowa. You will see them from Indiana. You will see them from North Dakota. Half of the (Republican-led) states in the United States are sending some type of support to the state of Texas, whether it be in the form of law enforcement or National Guard, to help us hold that line. And they're footing their own bill because they understand that what is happening here is going to affect them, whether it be the narcotics, the fentanyl, the opioids, or whether it be the high-value targets.

You know, we're not going to back down. We believe everything we're doing is lawful and within our constitutional rights.

Lauren Villagran can be reached at [email protected] or on X @laurenvillagran.

Pro-Palestinian protesters urge universities to divest from Israel. What does that mean?

Pro-Palestinian student protesters across the country occupied campuses in tent encampments this week in a campaign to urge their universities to divest, an action students over the decades have demanded from their schools' administrators.

The word "divest" refers to diverting money from a university's endowment − the pool of money a college has and tries to grow through investments. Some of the biggest university endowments in the country total nearly $50 billion and comprise thousands of funds .

The protesters opposed to Israel's military attacks in Gaza say they want their schools to stop funneling endowment money to Israeli companies and other businesses, like weapons manufacturers, that profit from the war in Gaza.

"It's like, why is our money being used to fund bombs overseas?," said Layla Saliba, a student protester researching endowment investments with the group Columbia University Apartheid Divestment. "Let's reinvest this money in our community instead," she said.

Columbia University's endowment is more than $13 billion ; it ranks among the top 15 largest endowments in the country. The school did not respond to a request for comment.

The protests began in the wake of the ongoing conflict between Hamas and Israel, triggered by the militant group's assault on Israeli communities Oct. 7 that killed almost 1,200 people. Israel's subsequent bombardment and invasion of Gaza has killed tens of thousands of Palestinians − militants and civilians; men, women and children − and has fueled a dire humanitarian crisis.

In addition to divestment, protesters across the U.S. are calling for a cease-fire and student governments at some colleges have also passed resolutions in recent weeks calling for an end to academic partnerships with Israel.

Are universities investing in Israel?

Protesters have called for a halt to investments in Israel, but experts say that might be too simplified a take on what colleges have done with their funds. To begin with, it's difficult to define what an "investment" in Israel entails, said economist Sandy Baum, a senior fellow at the Urban Institute who studies college finances.

She said bigger investments are more obvious than smaller ones tucked away in mutual funds − an investment tool that pools money and spreads it out over many assets, and a type of financial tool many colleges rely on.

Universities hire private companies to manage their endowments to preserve their funds over the long run, Baum said.

Debates about the investments of college endowments are complicated, Baum said, because some university stakeholders argue the money needs to produce the biggest return on investment possible to fund teaching and necessary programming and services.

"The purpose of the endowment is to have money that will allow the university to permanently provide educational opportunities so that they don't have to go out and raise new money every year to continue operating," she said.

The bigger a university's endowment, the more is at stake. That's one reason why pro-Palestinian student protesters at wealthy universities are fighting so hard this week, she said. There's a lot of money involved.

"There are always going to be differences of opinion about what you don't want to invest in," Baum said.

When else have protesters demanded divestment?

Student-led movements for university divestitures aren't new.

For over a decade, students at Princeton University have urged the school to divest from the fossil fuel industry, citing concerns about the environment and climate change. In 2022, advocates landed a major win when the school agreed to divest from publicly traded oil and gas companies, according to Sunrise Princeton, a longtime climate divestment group on campus.

In 1969, Princeton University students occupied a prominent campus building to demand the school divest from South Africa, where the government operated a punitive and often violent system of apartheid that segregated people by race. Nearly a decade later, Princeton University enacted "selective divestment" from South Africa, the Daily Princetonian reported , where the university's financial shares could be withdrawn if companies failed to meet its standards.

This week, about 100 protesters gathered in a central courtyard at the New Jersey campus to demand the school divest from companies associated with the Israeli military, the student newspaper reported . Unlike at Columbia, where many student protesters have been arrested, Princeton students have not faced arrest or disciplinary action from the university, the campus publication said .

"Divestment sends a moral signal that institutions of higher learning, especially those with prestige, will not tolerate certain injustices," said Alex Norbrook, co-leader of Sunrise Princeton.

Director of Media Relations Jennifer Morrill referred to a statement Princeton University President Christopher Eisgruber has issued regarding divestment, saying any divestment would only occur after years of sustained campus interested, and in situations where the community can come to a consensus.

The current push for universities to stop doing business with companies profiting by investing in Israel and by extension in the country's war in Gaza mirrors grassroots efforts in recent years to urge U.S. organizations to boycott Israeli companies.

Since 2005, the Boycott, Divest, Sanction (BDS) movement has organized around "withdrawing support" for Israel's treatment of Gaza and urges banks, municipalities, pension funds, religious groups and universities to remove their investments from Israel, according to the BDS website.

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What does 'Sapphic' mean? An ancient term is having a modern moment

When people look at images captured by Ty Busey, the photographer says she wants them to know that the pictures and films were captured by a queer woman. Drawing on Renaissance paintings as inspiration, Busey poses her subjects, who are LGBTQ women and nonbinary people, with halos and textured backgrounds in lounging postures. She describes her artistic eye in one word: “Sapphic.”

The term derives from Sappho, a lyrical poet who lived in ancient Greece and created verses about pursuing women lovers that were rich in sensuality and nostalgia — and even libertine at times.

The style of Busey’s work is a fitting way to rectify its namesake’s historical legacy. In the hundreds of years after her death around 570 B.C.E., Sappho was often portrayed in art as heterosexual when her own poetry said otherwise.

When asked what she hopes viewers take away from her visuals, Busey said, “I want the person watching the video to be like, ‘Yes, this is what it feels like to be with a woman.’”

Busey, a Maryland resident who has identified as a lesbian since she was a teenager, first learned about the label “Sapphic” on TikTok in 2021. In the years since she’s embraced the term, it has abounded, appearing on social media meme pages , as a literary genre , as a descriptor for events in brick and mortar spaces and even as a noun for self-identification.

Over two-and-a-half millennia removed from its namesake, the term Sapphic does not have a precise definition that’s agreed upon by all of those who currently embrace it. However, its current use is generally as an umbrella term for lesbians, bisexuals, pansexuals and other women-loving women, and for transgender and nonbinary people who may not identify as women themselves but align with this spectrum of attraction and community. 

While Sapphic may evoke ancient images of romance, it has a lesser-known political undercurrent: The poet Sappho resisted tyranny in her own era by the military general Pittacus, making her a potent queer symbol during a tenuous time for LGBTQ rights.

A rebirth on the internet

Describing herself as “chronically online,” Tyler Mead, 28, said she learned about the term Sapphic “funnily enough, actually, on the internet.”

As a singer, songwriter and producer under the moniker STORYBOARDS , she came across queer artists like Fletcher using the term. 

“It got me intrigued, and I was like, ‘What does this term mean? What does this mean to them? And, what could it also mean for me?’ Because it’s been a bit of a journey for me of coming out in multiple layers,” Mead said.

In 2018, Mead came out as pansexual, then in 2020 as a trans woman. For the past year, she’s identified as a lesbian and as Sapphic, which she said captures a philosophy of “softness” in her approach to romance and dating. 

“An interesting part of being a trans woman who is Sapphic is that, even before I started transitioning, I always knew that I was attracted to women … but not in a straight way,” Mead, who lives in Los Angeles, said.

The expansiveness of the term, she explained, is a strong draw, adding that she knows people who are trans masculine that use it. 

A songwriter since middle school, Mead not only considers her music Sapphic but sums up her entire “energy” on the bio section of her TikTok profile as: “Sapphic fairy.”

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The word “Sappho” appears to have first emerged digitally in 1987 on an early iteration of an email list, according to Avery Dame-Griff, curator of the Queer Digital History Project . 

The Greek poet, it seems, was the namesake of an English language mailing list for LGBTQ women during a time when email would have only been accessible to those in academic or computer-related fields, according to Dame-Griff. 

A name like Sappho, he explained, would have signaled that the mailing list was for queer women without using a term like “gay” or “lesbian,” which would have drawn unwanted attention. 

Since 2004, the first year for which Google Trends provides search data , the term “Sapphic” peaked in December 2005 before steadily declining for the next 15 years. Since 2020, however, it has been on a steady upward trajectory. 

Perhaps nowhere is the term currently more prominent than social media, where Sappho-themed meme accounts —  Sappho Was Here , Suffering Sappho Memes and Sapphic Sandwich , just to name a few — have amassed tens of thousands of followers on Instagram. And, on TikTok, a wildly popular social media platform among those in the 18-29 demo , the term has been hashtagged over 340,000 times.

Some of those hashtags lead to 26-year-old New Yorker Nina Haines. During the pandemic, Haines said, she was craving queer community. Unable to see LGBTQ friends in person because of Covid, she started posting about Sapphic literature on TikTok in an effort to find connection.

Then, in 2021, Haines founded Sapph-Lit , a book club that today boasts 8,200 members from over 60 countries, with members who identify as queer women and nonbinary people. Her book picks have included modern romances, like Casey McQuiston’s “I Kissed Shara Wheeler,” and classics like Audre Lorde’s “Zami: A New Spelling of My Name.”

“At the end of the day, we really want to prioritize Sapphic literature, because Sapphics have been historically rendered invisible throughout history,” she said. 

For Haines, who has a tattoo of Sappho on her arm, the term Sapphic “captures the women-loving-women experience” in a way that is “rooted in history” and that signals “that we have always been here.”

A historical legacy 

Hailing from the Greek island of Lesbos and living from roughly 630 B.C.E. to 570 B.C.E., what is known of Sappho’s life comes from surviving fragments of her poetry and what was written about her by other ancients, according to Page duBois, the author of 1995’s “ Sappho Is Burning ” and a professor of classics and comparative literature at the University of California, San Diego.

Sappho’s queer legacy, duBois added, emerges from an expression of romantic and sexual desire toward women in her poems, often with a tint of nostalgia.

“They are really lovely and project that kind of world of voluptuous, flower filled, scented eros [desire] directed toward women,” duBois said.

But a passive “pink, romantic Valentine” she was not. “An aggressive pursuer of her lover,” Sappho described intimate memories of a far away, beloved woman, according to duBois. 

“She talks about anointing her with beautiful ointments and putting garlands on her, and satisfying each other on soft beds,” duBois said of Fragment 94 of Sappho’s poetry.

There are contradictory interpretations that Sappho was a schoolteacher, an aristocrat or a hetaira (a sex worker who operated like a courtesan or geisha), and that she was perhaps enslaved. In the Middle Ages and Victorian periods, she was presented as heterosexual in art, portrayed as a forlorn woman who threw herself off a cliff after she was rejected by a ferryman she loved.

Finding a new generation

For the past 100 years, an ever-evolving lexicon — and a debate about the best terms to use — has been a consistent feature of LGBTQ culture. 

As far back as the 1920s, there are examples of “Sapphic” being used to advertise sexual entertainment, like sex shows, performed by women for a male audience. The term Sapphic can also be found in 1930s tabloid headlines , and several lesbian publications in the ‘70s and ‘80s incorporated the word Sappho in their names .

It became more common for women to identify as a “lesbian” in the 1960s, though there were earlier exceptions, according to Cookie Woolner, author of “ The Famous Lady Lovers: Black Women and Queer Desire Before Stonewall .”

Of course, butch, femme, dyke, stud and a host of other terms have been embraced by queer women, each shaped by the communities that created them and the social movements of their time. 

“Maybe in some ways, the terms are changing because it’s about a break from a past generation,” said Woolner, an associate professor of history at the University of Memphis.

Though Woolner and others have noted that there are those who eschew certain terms or identifiers, for one reason or another. Some LGBTQ women, for example, don’t identify with “Sapphic” due to a perceived chasteness and the ancient aura.

For the past three years, Busey has organized a “Sapphic picnic” outside of Washington, D.C. For this year, Busey chose the theme “For the Gods,” an ode to Greek gods and goddesses and conducted a photo shoot to match. 

“There’s something about those ancient photos and the way that they’re all falling on each other — I really love them so much,” she said. “I just want to recapture it specifically with women, especially if I could put a Black woman in there.”

More than 2,500 years after Sappho walked the earth, champions of the term Sapphic see the parallels between finding their own power and the erasure and subsequent embrace of the lyrical poet’s queer identity.

“I see her as this reclamation,” Haines said of Sappho. “As this statement of, ‘No, I actually mean the words that I say, and don’t twist them.’”

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Alex Berg is a freelance on-air host and journalist based in New York City.