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Definition of assign (Entry 1 of 2) transitive verb Definition of assign (Entry 2 of 2) ascribe , attribute , assign , impute , credit mean to lay something to the account of a person or thing. ascribe suggests an inferring or conjecturing of cause, quality, authorship. attribute suggests less tentativeness than ascribe , less definiteness than assign . assign implies ascribing with certainty or after deliberation. impute suggests ascribing something that brings discredit by way of accusation or blame. credit implies ascribing a thing or especially an action to a person or other thing as its agent, source, or explanation. Examples of assign in a SentenceThese examples are programmatically compiled from various online sources to illustrate current usage of the word 'assign.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples. Word HistoryVerb and Noun Middle English, from Anglo-French assigner , from Latin assignare , from ad- + signare to mark, from signum mark, sign 13th century, in the meaning defined at sense 1 15th century, in the meaning defined above Phrases Containing assignDictionary Entries Near assignCite this entry. “Assign.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assign. Accessed 5 Sep. 2024. Kids DefinitionKids definition of assign, legal definition, legal definition of assign. Legal Definition of assign (Entry 2 of 2) More from Merriam-Webster on assignNglish: Translation of assign for Spanish Speakers Britannica English: Translation of assign for Arabic Speakers Subscribe to America's largest dictionary and get thousands more definitions and advanced search—ad free! Can you solve 4 words at once?Word of the day. See Definitions and Examples » Get Word of the Day daily email! Popular in Grammar & UsagePlural and possessive names: a guide, 31 useful rhetorical devices, more commonly misspelled words, why does english have so many silent letters, your vs. you're: how to use them correctly, popular in wordplay, 8 words for lesser-known musical instruments, it's a scorcher words for the summer heat, 7 shakespearean insults to make life more interesting, birds say the darndest things, 10 words from taylor swift songs (merriam's version), games & quizzes. Look up a word, learn it forever.Other forms: assigned; assigns; assigning To assign is to specify something or someone for a specific purpose. If your sisters fight over whose turn it is to sit in the front seat, your parents may have to assign turns. The verb assign also means to transfer legal rights. You assign the deed to your house to new owners when you sell it. If you sort things into categories by characteristics, you are assigning them categories. When you make a budget, you assign each expense a category. Food and housing, for example, may be essential living expenses and medicine and doctor's visits may be health care. Chocolate gets its own category. - verb select something or someone for a specific purpose “The teacher assigned him to lead his classmates in the exercise” synonyms: set apart , specify see more see less types: dedicate set apart to sacred uses with solemn rites, of a church detail assign to a specific task type of: choose , pick out , select , take pick out, select, or choose from a number of alternatives
- verb give an assignment to (a person) to a post, or assign a task to (a person) synonyms: delegate , depute , designate see more see less types: show 27 types... hide 27 types... mandate assign authority to cast select to play,sing, or dance a part in a play, movie, musical, opera, or ballet post assign to a post; put into a post cast assign the roles of (a movie or a play) to actors devolve pass on or delegate to another task assign a task to place place somebody in a particular situation or location regiment assign to a regiment reassign , transfer transfer somebody to a different position or location of work delegate , depute transfer power to someone mandate assign under a mandate advance , elevate , kick upstairs , promote , raise , upgrade give a promotion to or assign to a higher position break , bump , demote , kick downstairs , relegate assign to a lower position; reduce in rank place assign to (a job or a home) recast cast again, in a different role miscast cast an actor, singer, or dancer in an unsuitable role typecast cast repeatedly in the same kind of role second transfer an employee to a different, temporary assignment exchange hand over one and receive another, approximately equivalent tenure give life-time employment to bring up promote from a lower position or rank spot promote promote on the spot ennoble , entitle , gentle give a title to someone; make someone a member of the nobility sideline remove from the center of activity or attention; place into an inferior position reduce bring to humbler or weaker state or condition favor , favour , prefer promote or prefer over another brevet promote somebody by brevet, in the military type of: appoint , charge assign a duty, responsibility, or obligation to
- verb decide as to where something belongs in a scheme “The biologist assigned the mushroom to the proper class” synonyms: attribute see more see less types: classify , relegate assign to a class or kind type of: evaluate , judge , pass judgment form a critical opinion of
- verb give out “We were assigned new uniforms” synonyms: allot , portion see more see less types: show 5 types... hide 5 types... allow , appropriate , earmark , reserve , set aside give or assign a resource to a particular person or cause allocate , apportion distribute according to a plan or set apart for a special purpose reallocate , reapportion allocate, distribute, or apportion anew ration , ration out distribute in rations, as in the army award , present give, especially as an honor or reward type of: administer , allot , deal , deal out , dish out , dispense , distribute , dole , dole out , lot , mete , mete out , parcel out , shell out administer or bestow, as in small portions
- verb attribute or give synonyms: put see more see less types: repose put or confide something in a person or thing type of: apply , employ , use , utilise , utilize put into service; make work or employ for a particular purpose or for its inherent or natural purpose
- verb attribute or credit to synonyms: ascribe , attribute , impute impute attribute (responsibility or fault) to a cause or source see more see less types: show 10 types... hide 10 types... impute attribute (responsibility or fault) to a cause or source carnalise , carnalize , sensualise , sensualize ascribe to an origin in sensation credit give someone credit for something reattribute attribute to another source anthropomorphise , anthropomorphize ascribe human features to something personate , personify attribute human qualities to something accredit , credit ascribe an achievement to blame , charge attribute responsibility to externalise , externalize , project regard as objective interiorise , interiorize , internalise , internalize incorporate within oneself; make subjective or personal type of: evaluate , judge , pass judgment form a critical opinion of
- verb transfer one's right to see more see less type of: transfer cause to change ownership
- verb make undue claims to having synonyms: arrogate see more see less type of: arrogate , claim , lay claim demand as being one's due or property; assert one's right or title to
Vocabulary lists containing assignVocabulary from "Beowulf" (translated by by Gummere). Based on the true story of Navajo code talkers, this novel recounts the exploits of Ned Begay, a sixteen-year-old Navajo soldier in World War II. Ned's language skills prove to be invaluable as the Americans work to send secret messages to help them in their fight. This collection of autobiographical short stories by Francisco Jiménez explores the immigrant experience in the United States. Sign up now (it’s free!)Whether you’re a teacher or a learner, vocabulary.com can put you or your class on the path to systematic vocabulary improvement.. When you receive a paper assignment, your first step should be to read the assignment prompt carefully to make sure you understand what you are being asked to do. Sometimes your assignment will be open-ended (“write a paper about anything in the course that interests you”). But more often, the instructor will be asking you to do something specific that allows you to make sense of what you’ve been learning in the course. You may be asked to put new ideas in context, to analyze course texts, or to do research on something related to the course. Even if the instructor has introduced the assignment in class, make sure to read the prompt on your own. You’d be surprised how often someone comes to the Writing Center to ask for help on a paper before reading the prompt. Once they do read the prompt, they often find that it answers many of their questions. When you read the assignment prompt, you should do the following: - Look for action verbs. Verbs like analyze , compare , discuss , explain , make an argument , propose a solution , trace , or research can help you understand what you’re being asked to do with an assignment.
Unless the instructor has specified otherwise, most of your paper assignments at Harvard will ask you to make an argument. So even when the assignment instructions tell you to “discuss” or “consider,” your instructor generally expects you to offer an arguable claim in the paper. For example, if you are asked to “discuss” several proposals for reaching carbon neutral by 2050, your instructor would likely not be asking you to list the proposals and summarize them; instead, the goal would be to analyze them in relation to each other and offer some sort of claim—either about the differences between the proposals, the potential outcomes of following one rather than another, or something that has been overlooked in all of the proposals. While you would need to summarize those proposals in order to make a claim about them, it wouldn’t be enough just to summarize them. Similarly, if you’re asked to compare sources or consider sources in relation to each other, it is not enough to offer a list of similarities and differences. Again, this type of assignment is generally asking you to make some claim about the sources in relation to each other. - Consider the broader goals of the assignment. What kind of thinking is your instructor asking you to do? Are you supposed to be deciding whether you agree with one theorist more than another? Are you supposed to be trying out a particular method of analysis on your own body of evidence? Are you supposed to be learning a new skill (close reading? data analysis? recognizing the type of questions that can be asked in a particular discipline?)? If you understand the broader goals of the assignment, you will have an easier time figuring out if you are on the right track.
- Look for instructions about the scope of the assignment. Are you supposed to consult sources other than those you have read in class? Are you supposed to keep your focus narrow (on a passage, a document, a claim made by another author) or choose your own focus (raise a question that is sparked by course texts, pair texts in a new way)? If your instructor has told you not to consider sources outside of those specified in the assignment, then you should follow that instruction. In those assignments, the instructor wants to know what you think about the assigned sources and about the question, and they do not want you to bring in other sources.
- If you’re writing a research paper, do not assume that your reader has read all the sources that you are writing about. You’ll need to offer context about what those sources say so that your reader can understand why you have brought them into the conversation.
- If you’re writing only about assigned sources, you will still need to provide enough context to orient the reader to the main ideas of the source. While you may not need to summarize the entire text, you will need to give readers enough information to follow your argument and understand what you are doing with the text. If you’re not sure whether you should assume that readers are familiar with the ideas in the text, you should ask your instructor.
- Ask questions! If you’re not sure what you’re supposed to do, email your instructor or go to office hours and ask.
- picture_as_pdf Tips for Reading an Assignment Prompt
Understanding AssignmentsWhat 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 beginningsRegardless 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 formatsMany 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 KindThe 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 AssignmentPay 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 aboutHere 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 DetailsThese 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 assignmentAsk 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 TruthWith 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 assignmentThe 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 workYour 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 Make a Gift - Britannica Homepage
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- assign (verb)
- They assigned me the job of cleaning the equipment. = They assigned the job of cleaning the equipment to me. = They assigned me to clean the equipment.
- The teacher assigned us 50 math problems for homework!
- Students will be assigned five books to read and must choose two additional books (to read).
- She was assigned to the embassy in India.
- The new teacher was assigned to the science laboratory.
- assigned to a platoon/squadron
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- They assigned me a secretary. = They assigned a secretary to me. [=they provided me with a secretary]
- A section of the field was assigned [= set aside ] for parking.
- The plane landed at its assigned gate.
- our assigned positions/seats
- He believes that they have assigned blame/responsibility to the wrong people.
- The computer program will assign a number to each image.
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— assignable- an assignable interest in the estate
— assignor- the property of the assignor
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09-05-2024 NEWS What does it mean when one of the largest spirits companies turns away from its DEI goals?What Brown-Forman’s recent decision says about the future of inclusion. [Photos: Transparent Bundle/Adobe Stock, Kostiantyn/Adobe Stock] BY John deBary 3 minute read On August 21, conservative activist Robby Starbuck announced via social media that Brown-Forman, the spirits conglomerate that includes brands such as Jack Daniel’s whiskey and Herradura tequila, would be ending its DEI goals and removing the company from the Human Rights Campaign’s Corporate Equality Index. In the post, Starbuck takes credit for the move, suggesting that Brown-Forman took this step preemptively to avoid exposure. It’s unclear what was at risk of being revealed since publicly traded companies tend to share their DEI goals on their websites and annual reports, and HRC’s Corporate Equality Index is widely publicized. However, amid the recent anti-DEI backlash, does Brown-Forman’s move indicate corporate America’s fear of right-wing boycotts or is there more to this move than meets the eye? Is this the end for DEI goals?“We’re at a pivotal moment in our society where everybody is literally on pins and needles,” spirits consultant Samara B. Davis tells Fast Company . She places Brown-Foreman’s decision against the backdrop of the recent Supreme Court ruling striking down affirmative action in college admissions as well as the lawsuit against the Fearless Fund, a venture capital firm that invests in women-of-color-owned companies. A number of companies are reportedly rethinking and retooling their DEI policies fearing legal challenges . But in the case of Brown-Foreman Davis thinks that the move is more about optics than a meaningful change in the way that the company operates. “They’ve done DEI longer than any spirits brand has. They’ve never made it a big deal.” In an emailed statement, a representative for Brown-Forman confirmed the “evolution” of the company’s DEI strategies. However, on a recent earnings call, the company didn’t mention the change. As far as Brown-Forman’s competitors are concerned, they appear to remain committed to their stated goals, although it may be too soon to tell. Perhaps as a feature—or a bug—of DEI language is that it can be vague. HRC’s Corporate Equality Index , however, is a more concrete marker for corporate behavior. HRC is one of the nation’s largest LGBTQ+ advocacy organizations, and it has been publishing its Corporate Equality Index for over two decades. The index evaluates companies based on their commitment to fostering inclusive workplaces for LGBTQ+ individuals. HRC ranks all Fortune 500 companies, while other companies must opt in. Recently, Brown-Forman, Ford, Lowes, and Harley Davidson have pulled out of the index, with Starbuck appearing to target companies found on the list with threats of boycott. Molson Coors announced plans to cut its DEI-training programs Wednesday . However, in a statement, Eric Bloem, HRC’s vice president of programs and corporate advocacy, says “the attacks on DEI are nothing new” and that these attacks are a response to “immense” progress. Bloem calls Brown-Forman’s move “immensely disappointing coming from a company that previously made their workplace a welcoming one for LGBTQ+ employees and others; they received a 100 score on the 2023-2024 Corporate Equality Index. The company has now made a hasty and terrible long-term business decision that abandons its financial duty to recruit top talent from across the full talent pool.” Across the competitionDave Karraker, President of Raptor Communications, a San Francisco-based spirits PR consultancy, echoed the concern over recruitment. “I’m looking at which company I’m going to join; I’m going to be looking for who’s externally professing and exhibiting my values.” He credits DEI policies as a way to ensure companies have the best workforce policies and labels Brown-Forman’s move as a knee-jerk reaction that sets a dangerous precedent. In contrast, a representative for Beam Suntory, the company behind Maker’s Mark whiskey and El Tesoro tequila, stated that the company remained committed to its DEI initiatives. Similarly, the website for Diageo, the company behind spirits powerhouses Johnnie Walker, Smirnoff, and Casamigos features a prominent section dedicated to DEI and lists several explicit goals, including having 45% of their leaders come from an “ethnically diverse” background by 2030. Although employee retention is crucial to a company’s success, Brown-Forman’s move may be more about sales than anything else. The company reported an 8% sales decrease in the quarter ending on April 30, 2024, and Davis speculates that this move might represent a risk-averse industry looking to avoid any potential Bud Light-style boycotts. Karraker also believes that the company may have made a calculation that a possible boycott from anti-DEI groups might be more costly than a boycott in response to the rollback of those goals. It remains to be seen which, if any, of their competitors will face similar pressure to scale back their DEI efforts. Given our highly polarized political landscape, this might be a sign that although corporations want to do the right thing by their employees, public declarations may not be worth the risk. Apply to the Most Innovative Companies Awards and be recognized as an organization driving the world forward through innovation. Final deadline: Friday, October 4. ABOUT THE AUTHOR John deBary is a journalist, cocktail book author and bar consultant with over a decade of experience working in hospitality. He’s the author of two cocktail books, Drink What You Want and Saved by the Bellini and his writing has appeared in publications such as Bon Appétit, Food Network, New York Magazine, Punch, and others. More Explore Topics- Tech Why TikTok is going nuts for a supplement derived from cow’s milk
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Azj-Kahet Special Assignment Hidden - Complete 2 World Quests In The Zone to FixComment by literallyuser. Aw man can't wait to open 3rd chest in tier1 delve Comment by AxaraxI have never seen so many bugs in a release. Bloody hell, this is a joke... Comment by AthDravI have never seen so many bugs in a release. Bloody hell, this is a joke... So many? That's nothing really. Comment by mrlogatoI had to complete 3 world quests before it unlocked - racing course world quest, the climbing gear world quest and then the Beetle Minded quest and it then unlocked Comment by mobhunterI don't have that special assignment. I have "Bombs from Behind." Unfortunately, it seems bugged. I can start in the skiff, but it immediately returns me to town after it starts. Comment by SlowMissilesI have never seen so many bugs in a release. Bloody hell, this is a joke... Either this is recency bias or you've not being in a lot of launch Comment by DotOrgcompleted 4 world quests, didn't show. Had to relog after and now it's up! Comment by MaximusPMI had to complete 3 world quests before it unlocked - racing course world quest, the climbing gear world quest and then the Beetle Minded quest and it then unlocked Took me 3 as well, on two characters. Comment by the9tail"they were locked behind forming a Pact with the Severed Threads, which was unavailable" How do I do this? Comment by nearlysoberAw man can't wait to open 3rd chest in tier1 delve .... you could just save them til Tier 4 and higher delves unlock. Comment by SkribbalzI had to complete 3 world quests before it unlocked - racing course world quest, the climbing gear world quest and then the Beetle Minded quest and it then unlocked Took me 3 as well, on two characters. Depends on if you did the special assignment in the other zone. If you did, you only need 2 WQ. I have never seen so many bugs in a release. Bloody hell, this is a joke... So many? That's nothing really. Have a look at all the bugs Wowhead is posting. It's a lot. Comment by polksc33Comment by yina. Can't even see WQ's in that zone, not sure what to do to unlock those first. Comment by GrapenutCan't even see WQ's in that zone, not sure what to do to unlock those first. Compete Of Pacts and Patrons and choose a pact. Once selected the WQs show up. Comment by GatreyaI have never seen so many bugs in a release. Bloody hell, this is a joke... someone hasn't played Legion and BfA launch and it shows...lol Comment by RandomGamerChickI can't get ANY "Special Assignments" to show up in any zone even if I did the world quests! I've relogged so many times in the area where the cache is and outside nothing works. I see the quest in my log that says 3/3 world quests complete but there is no abandon or ability to TURN it in! When I first log in I hear the "failed" sound and I see a yellow chat that says the quest has failed and I don't understand lol.. so I just submitted a ticket that I have to wait for 3 days apparently to get a response. I'm hanging in there but I'm a little annoyed. I've tried to fix it and I'm just stuck, it sucks. Comment by PythagorasI have never seen so many bugs in a release. Bloody hell, this is a joke... I don't think you understand what any of those words mean. Comment by Zorbius15Took me three. Comment by RhyennardI have never seen so many bugs in a release. Bloody hell, this is a joke... So many? That's nothing really. Have a look at all the bugs Wowhead is posting. It's a lot. You're lucky you weren't playing when warlords of draenor or legion were released, the last two expanction are perfect compared to past. - Cambridge Dictionary +Plus
Meaning of on assignment in EnglishOn assignment, on assignment | intermediate english, translations of on assignment. Get a quick, free translation! Word of the Day Your browser doesn't support HTML5 audio to do something or go somewhere very slowly, taking more time than is necessary Like a bull in a china shop: talking about people who are clumsy Learn more with +Plus- Recent and Recommended {{#preferredDictionaries}} {{name}} {{/preferredDictionaries}}
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The meaning of ASSIGNMENT is the act of assigning something. How to use assignment in a sentence. Synonym Discussion of Assignment.
ASSIGNMENT definition: 1. a piece of work given to someone, typically as part of their studies or job: 2. a job that…. Learn more.
Assignment definition: something assigned, as a particular task or duty. See examples of ASSIGNMENT used in a sentence.
Whether you're an international spy with a new mission or a high school student with math homework — when you get an assignment, you'd better do it! An assignment is a task that someone in authority has asked you to do.
7 meanings: 1. something that has been assigned, such as a mission or task 2. a position or post to which a person is assigned.... Click for more definitions.
Assignment Sentence Examples Ikir sent me on assignment to spy on him. Darian hoped his excitement at the assignment didn't show. For reasons he couldn't explain, Tim's assignment irritated him. True to my assignment, I recorded movements and time until Quinn's voice from below broke the silence. The Ecclesiastical Commissioners Act 1840, § 42, provides that no spiritual person may sell or ...
ASSIGNMENT definition: a piece of work or job that you are given to do: . Learn more.
Definition of assignment noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
Assignment definition: something assigned, as a particular task or duty. See examples of ASSIGNMENT used in a sentence.
assignment meaning, definition, what is assignment: a piece of work that is given to someone...: Learn more.
Synonyms for ASSIGNMENT: task, job, duty, project, mission, chore, responsibility, function; Antonyms of ASSIGNMENT: dismissal, discharge, firing, expulsion ...
assignment - WordReference English dictionary, questions, discussion and forums. All Free.
The meaning of assignment. Definition of assignment. English dictionary and integrated thesaurus for learners, writers, teachers, and students with advanced, intermediate, and beginner levels.
ASSIGNMENT meaning: 1. a piece of work given to someone, typically as part of their studies or job: 2. a job that…. Learn more.
1. : a job or duty that is given to someone : a task someone is required to do. [count] 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 meaning of ASSIGN is to transfer (property) to another especially in trust or for the benefit of creditors. How to use assign in a sentence. Synonym Discussion of Assign.
To assign is to specify something or someone for a specific purpose. If your sisters fight over whose turn it is to sit in the front seat, your parents may have to assign turns.
How to Read an Assignment. Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly ...
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.
the property of the assignor. ASSIGN meaning: 1 : to give someone a particular job or duty to require someone to do a particular task; 2 : to send (someone) to a particular group or place as part of a job.
The phrase "I understand the assignment" is often used by someone indicating their intentions to go above and beyond to do a good job. That's the general strategy behind the organic campaign in support of Vice President Kamala Harris being spread on social that made the catchphrase resurface in late July 2024.
ASSIGN meaning: 1. to give a particular job or piece of work to someone: 2. If you assign a time for a job or…. Learn more.
In an emailed statement, a representative for Brown-Forman confirmed the "evolution" of the company's DEI strategies. However, on a recent earnings call, the company didn't mention the change.
However, with the launch on Monday night, players noticed the Special Assignment continued not to show up. <br /><br />This happened due to a bug, but we figured out a fix! To see the Special Assignment quest, you must fulfill the requirement to unlock it, which is completing two World Quests in Azj-Kahet.
ON ASSIGNMENT meaning: 1. Someone who is on assignment is doing a particular job or piece of work, usually in a particular…. Learn more.