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• assignment (noun)
• My assignment was to clean the equipment. = They gave me the assignment of cleaning the equipment.
• The students were given a homework assignment .
• The reporter's assignment is to interview the candidate.
• The reporter is here on an assignment .
• The reporter is here on assignment .
• The article discusses the recent assignment of senators to some of the more powerful committees.
• her assignment to the embassy in India
• the computer's assignment of a number to each image
• the assignment of blame/responsibility
• the assignment of property
• She asked if she could change her seating assignment .

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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 11 Jun. 2024.

More from Merriam-Webster on assignment

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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• 1.1 Etymology
• 1.2 Pronunciation
• 1.3.1 Hyponyms
• 1.3.2 Derived terms
• 1.3.3 Translations
• 1.4 References
• 2.1 Alternative forms
• 2.2 Etymology
• 2.3 Pronunciation
• 2.4.1 Synonyms
• 2.5 References

From Middle English assignement , from Old French assignement .

Pronunciation

• Rhymes: -aɪnmənt

assignment ( countable and uncountable , plural assignments )

• The act of assigning ; the allocation of a job or a set of tasks . This flow chart represents the assignment of tasks in our committee.
• ( LGBT ) The categorization of persons as belonging to the male or female sex .
• An assigned task . The assignment the department gave him proved to be quite challenging.
• A position to which someone is assigned. Unbeknownst to Mr Smith, his new assignment was in fact a demotion.
• ( education ) A task given to students, such as homework or coursework . Mrs Smith gave out our assignments , and said we had to finish them by Monday.
• ( law ) A transfer of a right or benefit from one person to another. The assignment of the lease has not been finalised yet.
• ( law ) A document that effects this transfer. Once you receive the assignment in the post, be sure to sign it and send it back as soon as possible.
• ( programming ) An operation that assigns a value to a variable .
• ( programming ) : augmented assignment

Derived terms

• antiassignment
• assignment operator
• frequency assignment
• misassignment
• nonassignment
• Procrustean assignment
• reassignment
• time-assignment speech interpolation
• unassignment
• understand the assignment

Alternative forms

• asm ( pseudo-acronym )

From English assignment .

• Cantonese ( Jyutping ) : aa 6 saai 1 man 4
• Jyutping : aa 6 saai 1 man 4
• Yale : ah s ā ai màhn
• Cantonese Pinyin : aa 6 saai 1 man 4
• Guangdong Romanization : a 6 sai 1 men 4
• Sinological IPA ( key ) : /aː²² saːi̯ ⁵⁵ mɐn ²¹ /
• ( Hong Kong Cantonese ) assignment ; homework ; coursework ( Classifier : 份 c )

• Bauer, Robert S. ( 2021 ) ABC Cantonese-English Comprehensive Dictionary , Honolulu: University of Hawai'i Press, →ISBN , page 10
• English Loanwords in Hong Kong Cantonese

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Definition of assignment noun from the Oxford Advanced American Dictionary

Questions about grammar and vocabulary?

Find the answers with Practical English Usage online, your indispensable guide to problems in English.

• 2 [ uncountable ] the act of giving something to someone; the act of giving someone a particular task his assignment to other duties in the same company

Nearby words

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Assignment is a legal term whereby an individual, the “assignor,” transfers rights, property, or other benefits to another known as the “ assignee .”   This concept is used in both contract and property law.  The term can refer to either the act of transfer or the rights /property/benefits being transferred.

Contract Law   

Under contract law, assignment of a contract is both: (1) an assignment of rights; and (2) a delegation of duties , in the absence of evidence otherwise.  For example, if A contracts with B to teach B guitar for $50, A can assign this contract to C.  That is, this assignment is both: (1) an assignment of A’s rights under the contract to the $50; and (2) a delegation of A’s duty to teach guitar to C.  In this example, A is both the “assignor” and the “delegee” who d elegates the duties to another (C), C is known as the “ obligor ” who must perform the obligations to the assignee , and B is the “ assignee ” who is owed duties and is liable to the “ obligor ”.

(1) Assignment of Rights/Duties Under Contract Law

There are a few notable rules regarding assignments under contract law.  First, if an individual has not yet secured the contract to perform duties to another, he/she cannot assign his/her future right to an assignee .  That is, if A has not yet contracted with B to teach B guitar, A cannot assign his/her rights to C.  Second, rights cannot be assigned when they materially change the obligor ’s duty and rights.  Third, the obligor can sue the assignee directly if the assignee does not pay him/her.  Following the previous example, this means that C ( obligor ) can sue B ( assignee ) if C teaches guitar to B, but B does not pay C $50 in return.

            (2) Delegation of Duties

If the promised performance requires a rare genius or skill, then the delegee cannot delegate it to the obligor.  It can only be delegated if the promised performance is more commonplace.  Further, an obligee can sue if the assignee does not perform.  However, the delegee is secondarily liable unless there has been an express release of the delegee.  That is, if B does want C to teach guitar but C refuses to, then B can sue C.  If C still refuses to perform, then B can compel A to fulfill the duties under secondary liability.

Lastly, a related concept is novation , which is when a new obligor substitutes and releases an old obligor.  If novation occurs, then the original obligor’s duties are wiped out. However, novation requires an original obligee’s consent .  

Property Law

Under property law, assignment typically arises in landlord-tenant situations.  For example, A might be renting from landlord B but wants to another party (C) to take over the property.   In this scenario, A might be able to choose between assigning and subleasing the property to C.  If assigning , A would be giving C the entire balance of the term, with no reversion to anyone whereas if subleasing , A would be giving C for a limited period of the remaining term.  Significantly, under assignment C would have privity of estate with the landlord while under a sublease, C would not. 

[Last updated in May of 2020 by the Wex Definitions Team ]

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Expressions and operators

This chapter documents all the JavaScript language operators, expressions and keywords.

Expressions and operators by category

For an alphabetical listing see the sidebar on the left.

Primary expressions

Basic keywords and general expressions in JavaScript. These expressions have the highest precedence (higher than operators ).

The this keyword refers to a special property of an execution context.

Basic null , boolean, number, and string literals.

Array initializer/literal syntax.

Object initializer/literal syntax.

The function keyword defines a function expression.

The class keyword defines a class expression.

The function* keyword defines a generator function expression.

The async function defines an async function expression.

The async function* keywords define an async generator function expression.

Regular expression literal syntax.

Template literal syntax.

Grouping operator.

Left-hand-side expressions

Left values are the destination of an assignment.

Member operators provide access to a property or method of an object ( object.property and object["property"] ).

The optional chaining operator returns undefined instead of causing an error if a reference is nullish ( null or undefined ).

The new operator creates an instance of a constructor.

In constructors, new.target refers to the constructor that was invoked by new .

An object exposing context-specific metadata to a JavaScript module.

The super keyword calls the parent constructor or allows accessing properties of the parent object.

The import() syntax allows loading a module asynchronously and dynamically into a potentially non-module environment.

Increment and decrement

Postfix/prefix increment and postfix/prefix decrement operators.

Postfix increment operator.

Postfix decrement operator.

Prefix increment operator.

Prefix decrement operator.

Unary operators

A unary operation is an operation with only one operand.

The delete operator deletes a property from an object.

The void operator evaluates an expression and discards its return value.

The typeof operator determines the type of a given object.

The unary plus operator converts its operand to Number type.

The unary negation operator converts its operand to Number type and then negates it.

Bitwise NOT operator.

Logical NOT operator.

Pause and resume an async function and wait for the promise's fulfillment/rejection.

Arithmetic operators

Arithmetic operators take numerical values (either literals or variables) as their operands and return a single numerical value.

Exponentiation operator.

Multiplication operator.

Division operator.

Remainder operator.

Addition operator.

Subtraction operator.

Relational operators

A comparison operator compares its operands and returns a boolean value based on whether the comparison is true.

Less than operator.

Greater than operator.

Less than or equal operator.

Greater than or equal operator.

The instanceof operator determines whether an object is an instance of another object.

The in operator determines whether an object has a given property.

Note: => is not an operator, but the notation for Arrow functions .

Equality operators

The result of evaluating an equality operator is always of type boolean based on whether the comparison is true.

Equality operator.

Inequality operator.

Strict equality operator.

Strict inequality operator.

Bitwise shift operators

Operations to shift all bits of the operand.

Bitwise left shift operator.

Bitwise right shift operator.

Bitwise unsigned right shift operator.

Binary bitwise operators

Bitwise operators treat their operands as a set of 32 bits (zeros and ones) and return standard JavaScript numerical values.

Bitwise AND.

Bitwise OR.

Bitwise XOR.

Binary logical operators

Logical operators implement boolean (logical) values and have short-circuiting behavior.

Logical AND.

Logical OR.

Nullish Coalescing Operator.

Conditional (ternary) operator

The conditional operator returns one of two values based on the logical value of the condition.

Assignment operators

An assignment operator assigns a value to its left operand based on the value of its right operand.

Assignment operator.

Multiplication assignment.

Division assignment.

Remainder assignment.

Addition assignment.

Subtraction assignment

Left shift assignment.

Right shift assignment.

Unsigned right shift assignment.

Bitwise AND assignment.

Bitwise XOR assignment.

Bitwise OR assignment.

Exponentiation assignment.

Logical AND assignment.

Logical OR assignment.

Nullish coalescing assignment.

Destructuring assignment allows you to assign the properties of an array or object to variables using syntax that looks similar to array or object literals.

Yield operators

Pause and resume a generator function.

Delegate to another generator function or iterable object.

Spread syntax

Spread syntax allows an iterable, such as an array or string, to be expanded in places where zero or more arguments (for function calls) or elements (for array literals) are expected. In an object literal, the spread syntax enumerates the properties of an object and adds the key-value pairs to the object being created.

Comma operator

The comma operator allows multiple expressions to be evaluated in a single statement and returns the result of the last expression.

Specifications

Browser compatibility

BCD tables only load in the browser with JavaScript enabled. Enable JavaScript to view data.

• Operator precedence

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WAGE AND HOUR DIVISION

UNITED STATES DEPARTMENT OF LABOR

Fact Sheet #22: Hours Worked Under the Fair Labor Standards Act (FLSA)

Revised July 2008

This fact sheet provides general information concerning what constitutes compensable time under the FLSA . The Act requires that employees must receive at least the minimum wage and may not be employed for more than 40 hours in a week without receiving at least one and one-half times their regular rates of pay for the overtime hours. The amount employees should receive cannot be determined without knowing the number of hours worked.

Definition of "Employ"

By statutory definition the term "employ" includes "to suffer or permit to work." The workweek ordinarily includes all time during which an employee is necessarily required to be on the employer's premises, on duty or at a prescribed work place. "Workday", in general, means the period between the time on any particular day when such employee commences his/her "principal activity" and the time on that day at which he/she ceases such principal activity or activities. The workday may therefore be longer than the employee's scheduled shift, hours, tour of duty, or production line time.

Application of Principles

Employees "Suffered or Permitted" to work: Work not requested but suffered or permitted to be performed is work time that must be paid for by the employer. For example, an employee may voluntarily continue to work at the end of the shift to finish an assigned task or to correct errors. The reason is immaterial. The hours are work time and are compensable.

Waiting Time:

Whether waiting time is hours worked under the Act depends upon the particular circumstances. Generally, the facts may show that the employee was engaged to wait (which is work time) or the facts may show that the employee was waiting to be engaged (which is not work time). For example, a secretary who reads a book while waiting for dictation or a fireman who plays checkers while waiting for an alarm is working during such periods of inactivity. These employees have been "engaged to wait."

On-Call Time:

An employee who is required to remain on call on the employer's premises is working while "on call." An employee who is required to remain on call at home, or who is allowed to leave a message where he/she can be reached, is not working (in most cases) while on call. Additional constraints on the employee's freedom could require this time to be compensated.

Rest and Meal Periods:

Rest periods of short duration, usually 20 minutes or less, are common in industry (and promote the efficiency of the employee) and are customarily paid for as working time. These short periods must be counted as hours worked. Unauthorized extensions of authorized work breaks need not be counted as hours worked when the employer has expressly and unambiguously communicated to the employee that the authorized break may only last for a specific length of time, that any extension of the break is contrary to the employer's rules, and any extension of the break will be punished. Bona fide meal periods (typically 30 minutes or more) generally need not be compensated as work time. The employee must be completely relieved from duty for the purpose of eating regular meals. The employee is not relieved if he/she is required to perform any duties, whether active or inactive, while eating.

Sleeping Time and Certain Other Activities:

An employee who is required to be on duty for less than 24 hours is working even though he/she is permitted to sleep or engage in other personal activities when not busy. An employee required to be on duty for 24 hours or more may agree with the employer to exclude from hours worked bona fide regularly scheduled sleeping periods of not more than 8 hours, provided adequate sleeping facilities are furnished by the employer and the employee can usually enjoy an uninterrupted night's sleep. No reduction is permitted unless at least 5 hours of sleep is taken.

Lectures, Meetings and Training Programs:

Attendance at lectures, meetings, training programs and similar activities need not be counted as working time only if four criteria are met, namely: it is outside normal hours, it is voluntary, not job related, and no other work is concurrently performed.

Travel Time:

The principles which apply in determining whether time spent in travel is compensable time depends upon the kind of travel involved.

Home to Work Travel:

An employee who travels from home before the regular workday and returns to his/her home at the end of the workday is engaged in ordinary home to work travel, which is not work time.

Home to Work on a Special One Day Assignment in Another City:

An employee who regularly works at a fixed location in one city is given a special one day assignment in another city and returns home the same day. The time spent in traveling to and returning from the other city is work time, except that the employer may deduct/not count that time the employee would normally spend commuting to the regular work site.

Travel That is All in a Day's Work:

Time spent by an employee in travel as part of their principal activity, such as travel from job site to job site during the workday, is work time and must be counted as hours worked.

Travel Away from Home Community:

Travel that keeps an employee away from home overnight is travel away from home. Travel away from home is clearly work time when it cuts across the employee's workday. The time is not only hours worked on regular working days during normal working hours but also during corresponding hours on nonworking days. As an enforcement policy the Division will not consider as work time that time spent in travel away from home outside of regular working hours as a passenger on an airplane, train, boat, bus, or automobile.

Typical Problems

Problems arise when employers fail to recognize and count certain hours worked as compensable hours. For example, an employee who remains at his/her desk while eating lunch and regularly answers the telephone and refers callers is working. This time must be counted and paid as compensable hours worked because the employee has not been completely relieved from duty.

Where to Obtain Additional Information

For additional information, visit our Wage and Hour Division Website: http://www.dol.gov/agencies/whd and/or call our toll-free information and helpline, available 8 a.m. to 5 p.m. in your time zone, 1-866-4USWAGE (1-866-487-9243).

This publication is for general information and is not to be considered in the same light as official statements of position contained in the regulations.

The contents of this document do not have the force and effect of law and are not meant to bind the public in any way. This document is intended only to provide clarity to the public regarding existing requirements under the law or agency policies.

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What is cybercrime? How to protect yourself

What is cybercrime?

Cybercrime is criminal activity that either targets or uses a computer, a computer network or a networked device. Most cybercrime is committed by cybercriminals or hackers who want to make money. However, occasionally cybercrime aims to damage computers or networks for reasons other than profit. These could be political or personal.

Cybercrime can be carried out by individuals or organizations. Some cybercriminals are organized, use advanced techniques and are highly technically skilled. Others are novice hackers.

What are the types of cybercrime?

Types of cybercrime include:

• Email and internet fraud.
• Identity fraud (where personal information is stolen and used).
• Theft of financial or card payment data.
• Theft and sale of corporate data.
• Cyberextortion (demanding money to prevent a threatened attack).
• Ransomware attacks (a type of cyberextortion).
• Cryptojacking (where hackers mine cryptocurrency using resources they do not own).
• Cyberespionage (where hackers access government or company data).
• Interfering with systems in a way that compromises a network.
• Infringing copyright.
• Illegal gambling.
• Selling illegal items online.
• Soliciting, producing, or possessing child pornography.

Cybercrime involves one or both of the following:

• Criminal activity targeting computers using viruses and other types of malware .
• Criminal activity using  computers to commit other crimes.

Cybercriminals that target computers may infect them with malware to damage devices or stop them working. They may also use malware to delete or steal data. Or cybercriminals may stop users from using a website or network or prevent a business providing a software service to its customers, which is called a Denial-of-Service (DoS) attack.

Cybercrime that  uses  computers to commit other crimes may involve using computers or networks to spread malware, illegal information or illegal images.

Cybercriminals are often doing both at once. They may target computers with viruses first and then use them to spread malware to other machines or throughout a network. Some jurisdictions recognize a third category of cybercrime which is where a computer is used as an accessory to crime. An example of this is using a computer to store stolen data.

Examples of cybercrime

Here are some famous examples of different types of cybercrime attack used by cybercriminals:

1. Malware attacks

A malware attack is where a computer system or network is infected with a computer virus or other type of malware. A computer compromised by malware could be used by cybercriminals for several purposes. These include stealing confidential data, using the computer to carry out other criminal acts, or causing damage to data.

A famous example of a malware attack was the WannaCry ransomware attack, a global cybercrime committed in May 2017. WannaCry is a type of ransomware, malware used to extort money by holding the victim’s data or device to ransom. The ransomware targeted a vulnerability in computers running Microsoft Windows.

When the WannaCry ransomware attack hit, 230,000 computers were affected across 150 countries. Users were locked out of their files and sent a message demanding that they pay a Bitcoin ransom to regain access.

Worldwide, the WannaCry cybercrime is estimated to have caused $4 billion in financial losses. To this day, the attack stands out for its sheer size and impact.

2. Phishing

A phishing campaign is when spam emails, or other forms of communication, are sent with the intention of tricking recipients into doing something that undermines their security. Phishing campaign messages may contain infected attachments or links to malicious sites, or they may ask the receiver to respond with confidential information.

A famous example of a phishing scam took place during the World Cup in 2018. According to our report, 2018 Fraud World Cup , the World Cup phishing scam involved emails that were sent to football fans. These spam emails tried to entice fans with fake free trips to Moscow, where the World Cup was being hosted. People who opened and clicked on the links contained in these emails had their personal data stolen. 

Another type of phishing campaign is known as spear-phishing . These are targeted phishing campaigns which try to trick specific individuals into jeopardizing the security of the organization they work for. 

Unlike mass phishing campaigns, which are very general in style, spear-phishing messages are typically crafted to look like messages from a trusted source. For example, they are made to look like they have come from the CEO or the IT manager. They may not contain any visual clues that they are fake.

3. Distributed DoS attacks

Distributed DoS attacks (DDoS) are a type of cybercrime attack that cybercriminals use to bring down a system or network. Sometimes connected IoT (Internet of Things) devices are used to launch DDoS attacks.

A DDoS attack overwhelms a system by using one of the standard communication protocols it uses to spam the system with connection requests. Cybercriminals who are carrying out cyberextortion may use the threat of a DDoS attack to demand money. Alternatively, a DDoS may be used as a distraction tactic while another type of cybercrime takes place.

A famous example of this type of attack is the  2017 DDoS attack on the UK National Lottery website . This brought the lottery’s website and mobile app offline, preventing UK citizens from playing. The reason behind the attack remains unknown, however, it is suspected that the attack was an attempt to blackmail the National Lottery.

Impact of cybercrime

Generally, cybercrime is on the rise. According to Accenture’s State of Cybersecurity Resilience 2021 report , security attacks increased 31% from 2020 to 2021. The number of attacks per company increased from 206 to 270 year on year. Attacks on companies affect individuals too since many of them store sensitive data and personal information from customers.

A single attack – whether it’s a data breach, malware, ransomware or DDoS attack - costs companies of all sizes an average of $200,000, and many affected companies go out of business within six months of the attack, according to  insurance company Hiscox .

Javelin Strategy & Research published an Identity Fraud Study in 2021 which found that identity fraud losses for the year totalled $56 billion.

For both individuals and companies, the impact of cybercrime can be profound – primarily financial damage, but also loss of trust and reputational damage.

How to report a cybercrime

File a report with the Internet Crime Complaint Center (IC3) as soon as possible. Visit ic3.gov for more information.

Contact Action Fraud as soon as possible – find out more on their website here.

Europol has a useful website here which collates the relevant cybercrime reporting links for each EU member state.

You can find information about how to report cybercrime in the UAE on this official website here .

The Australian Cyber Security Centre has information about how to report a cybercrime here.

• How to protect yourself against cybercrime

Given its prevalence, you may be wondering how to stop cybercrime? Here are some sensible tips to protect your computer and your personal data from cybercrime:

1. Keep software and operating system updated

Keeping your software and operating system up to date ensures that you benefit from the latest security patches to protect your computer.

2. Use anti-virus software and keep it updated

Using anti-virus or a comprehensive internet security solution like  Kaspersky Premium is a smart way to protect your system from attacks. Anti-virus software allows you to scan, detect and remove threats before they become a problem. Having this protection in place helps to protect your computer and your data from cybercrime, giving you piece of mind. Keep your antivirus updated to receive the best level of protection.

3. Use strong passwords

Be sure to use strong passwords that people will not guess and do not record them anywhere. Or use a reputable password manager to generate strong passwords randomly to make this easier.

4. Never open attachments in spam emails

A classic way that computers get infected by malware attacks and other forms of cybercrime is via email attachments in spam emails. Never open an attachment from a sender you do not know.

5. Do not click on links in spam emails or untrusted websites

Another way people become victims of cybercrime is by clicking on links in spam emails or other messages, or unfamiliar websites. Avoid doing this to stay safe online.

6. Do not give out personal information unless secure

Never give out personal data over the phone or via email unless you are completely sure the line or email is secure. Make certain that you are speaking to the person you think you are. 

7. Contact companies directly about suspicious requests

If you are asked for personal information or data from a company who has called you, hang up. Call them back using the number on their official website to ensure you are speaking to them and not a cybercriminal. Ideally, use a different phone because cybercriminals can hold the line open. When you think you’ve re-dialed, they can pretend to be from the bank or other organization that you think you are speaking to.

8. Be mindful of which website URLs you visit

Keep an eye on the URLs you are clicking on. Do they look legitimate? Avoid clicking on links with unfamiliar or URLs that look like spam. If your internet security product includes functionality to secure online transactions, ensure it is enabled before carrying out financial transactions online.

9. Keep an eye on your bank statements

Spotting that you have become a victim of cybercrime quickly is important. Keep an eye on your bank statements and query any unfamiliar transactions with the bank. The bank can investigate whether they are fraudulent.

A good antivirus will protect you from the threat of cybercrime.  Learn more about Kaspersky Premium.

Further reading:

• How to protect your data online by using a password manager
• What to do if you’ve been a victim of a phishing attack
• Ransomware protection: how to keep your data safe in 2024

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• Technical support

interrupt request (IRQ)

• Rahul Awati

What is an interrupt request (IRQ)?

An interrupt request (IRQ) is a signal sent to a computer's processor to momentarily stop (interrupt) its operations. The signal is usually sent by a hardware device to interrupt the processor so the device gets some time to run its own operation. For example, when a printer finishes printing, it sends an interrupt signal to the computer. This signal momentarily interrupts its central processing unit (CPU) so it can decide what processing to do next.

An IRQ is important when multiple devices are connected to a computer. These devices need time to run their own operations and process some data and must, therefore, ask the processor to stop. They do this with an IRQ.

Once the device sends the IRQ, the processor momentarily stops so the computer can give the device time to run its operation. Every time a user moves a mouse , an interrupt handler tells the processor that it needs to stop what it's currently doing so it can handle and interpret the mouse movements.

IRQ channels and IRQ numbers

All devices connected to the computer communicate their IRQs over a unique data line called a channel . These include disk drive controllers , sound cards , printers , keyboards and mouses. Whenever the IRQ is referenced, it happens alongside the channel number, which is also known as an IRQ number . Each device is assigned its own IRQ number. For example, IRQ 1 may be used for a printer, IRQ 4 for a keyboard and IRQ 7 for a mouse.

Devices require a unique IRQ number to provide inputs to the processor or start a particular action. This number facilitates appropriate CPU response by assigning priorities to the various devices. The lower the IRQ number, the more important the need for the input or action. the system timer is typically assigned an IRQ of 0, while a PS/2 port -- keyboard or mouse -- may have an IRQ of 1. These low numbers prioritize the system timer and PS/2 port over, say, Integrated Drive Electronics primary or IDE secondary ports, which may have high IRQs, like IRQ 14 and IRQ 15, respectively.

IRQ assignments

Usually, IRQs can go up to IRQ 15. Here are typical IRQ assignments for a PC.

IRQ and plug and play

A computer can receive multiple signals on the same interrupt line but may not understand all these signals. To facilitate understanding, a unique value must be specified to the computer for each device and its path. When Industry Standard Architecture devices were in use and before plug-and-play ( PnP ) devices emerged, users had to set IRQ values manually when connecting a new device to a computer. Today, most devices are PnP. So, they are configured automatically, and users don't have to worry about them.

If a user adds a device that does not support PnP, the manufacturer should have provided explicit directions on how to assign IRQ values for it. If they don't know what IRQ value to specify, they'll save time by asking the manufacturer instead of trying to figure it out themselves.

IRQ errors can sometimes occur when installing new hardware or changing the settings of existing hardware (reconfiguration). Conflicts usually occur when two devices or pieces of hardware try to use the same IRQ channel for their IRQs. It is possible for multiple devices to use the same channel, but this is usually not done in practice. So, when simultaneous IRQs come in over the same channel, it results in a conflict.

One example of an IRQ error is IRQL_NOT_LESS_OR_EQUAL. This memory -related error occurs if a system process or a device driver tries to access a memory address but lacks valid access rights to do so. Thus, NOT_LESS_OR_EQUAL, sometimes known simply as IRQL, refers to an attempt to access an address that's outside a set boundary value (upper bound address). This IRQ error may occur due to corrupt system files, incompatible device drivers , faulty hardware or incomplete software installation.

When an IRQL error occurs, an operating system stop is triggered, which causes the OS to crash. If the OS is Windows , the crash triggers a blue screen of death . This is when Windows displays a stop screen with a message like the following: "Your PC ran into a problem and needs to restart. We're just collecting some error info, and then we'll restart for you." The user sees the stop screen as long as Windows is collecting the error data in the background. Once the collection phase ends, the computer reboots by default.

Usually, when an IRQ error occurs, the computer freezes up or devices may stop working. Such errors are a rarity now with PnP devices since there is no need to set IRQ channels manually. That makes it unlikely more than one device tries to use the same IRQ channel and cause a conflict.

How to view and change IRQ settings

In Windows, IRQ settings are usually visible under Device Manager. Changing the View menu option to Resources by type shows the IRQ section. Users can also use System Information. Execute the msinfo32.exe command from the Run dialog box, and navigate to Hardware Resources > IRQs.

To change IRQ settings, go into the BIOS or open Device Manager. To change IRQ settings with Device Manager, do the following:

• Double-click a device to open its Properties window.
• In the Resources tab, deselect the Use automatic settings option.
• Select the hardware configuration that should be changed from the Settings based on drop-down menu.
• Select IRQ from the Resource settings area of the properties.
• Edit the IRQ value from the Change Setting button.

Before changing settings, remember that, if users make errors, their computer may not function correctly. Always note the existing settings before changing anything to be able restore them if something goes wrong.

Continue Reading About interrupt request (IRQ)

• The last resort for troubleshooting hardware resource conflicts
• 5 embedded system terms IoT admins must know
• Why do Windows servers hang?
• Determining the cause of Windows server hang
• 'CallStranger' vulnerability affects billions of UPNP devices

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• Cambridge Dictionary +Plus

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
• be good for something idiom
• hand something around
• hand something back
• hand something down
• hand something in
• put something on
• 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
• recruitment drive
• reinstatement
• relocation expenses

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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• assign (CHOOSE)
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Official websites use .gov A .gov website belongs to an official government organization in the United States.

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Suspended Counterparty Program

FHFA established the Suspended Counterparty Program to help address the risk to Fannie Mae, Freddie Mac, and the Federal Home Loan Banks (“the regulated entities”) presented by individuals and entities with a history of fraud or other financial misconduct. Under this program, FHFA may issue orders suspending an individual or entity from doing business with the regulated entities.

FHFA maintains a list at this page of each person that is currently suspended under the Suspended Counterparty Program.

This page was last updated on 03/26/2024