• Conceptually
• Chronologically
• Methodologically
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
/əˈsaɪnmənt/.
Other forms: assignments
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.
The word assignment is just the noun form of the common verb assign , which you use when you want to give someone a duty or a job. When you assign something, that something is called an assignment . The word can also refer to the act of distributing something. If you are distributing new office furniture at work, you might say, “ Assignment of the new chairs will begin tomorrow.”
The Dawes Act, or General Allotment Act of 1887, was a law that allowed the U.S. government to take Native American tribal lands and divide them into 40 acre lots for individual Native Americans. The goal was to break up communal tribal lands and speed the assimilation of Native Americans into American society. The Dawes Act caused great suffering with much of the land winding up in the hands of white settlers.
Learn these words from the autobiography by David Lubar (Inside: Level B, Unit 4). Here are our links to the selections of "Every Body Is a Winner": The Human Machine; My Fabulous Footprint , The Beat Goes On; All Pumped Up , Two Left Feet, Two Left Hands , How Coach Told Me; Bionics Here are our links to the units of Level B: Unit 1 , Unit 2 , Unit 3 , Unit 4 , Unit 5 , Unit 6 , Unit 7 , Unit 8 Here are our links to the Inside books: Level A , Level B , Level C Here is our link to a list of academic vocabulary for Inside: Academic Vocabulary
Prepare for the IELTS exam with this list of words related to education and academics.
Whether you’re a teacher or a learner, vocabulary.com can put you or your class on the path to systematic vocabulary improvement..
What is assignment in education? Assignment meaning is the tasks given to students by their teachers and tutors to complete in a defined time. They can also be referred to as the work given to someone as a part of learning. Assignments can be in the form of written, practical, art or fieldwork, or even online. Their purpose is to ensure that students understand the subject matter thoroughly.
Generally, students are assigned a task as a part of their homework. The allocation of assignments is not only restricted to a class or subject but this method can be applied at any stage of life. They are a great way to judge the ability and understanding of an individual towards a subject matter.
The culture of providing homework starts from kindergarten in various forms. Small children are asked to read and write what they learn in the class. Students in the higher class are given work as a part of their revision exercise and help them prepare for exams. Individuals doing honors write journals as a part of an assignment that determines their knowledge in that subject.
The structure of assignments depends upon the nature of the task and subject. They must be well-researched, including case studies or examples within a proper framework. These studies are useful for students to achieve the desired examination results. It also helps them to concentrate better on education. Knowing what is assignment in education helps teachers assess students better.
Importance of Assignments
Giving assignments to the students is a crucial part of student assessment. The importance of giving assignments to the students is discussed in detail below:
Since assignments are deadline-based, they help students take responsibility and manage time. The work assigned to students may be individual or group activities, or both, to develop teamwork in them.
The above-mentioned information gives us a context of assignment meaning and its importance to the students. Assignments provide a basis for the student assessment and should be given timely.
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The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.
Rethinking traditional tests, quizzes, and exams.
Connect with the ctl.
Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/
Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014).
Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to:
Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012).
It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.
Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University.
While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.
Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .
For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98).
An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it.
Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010).
To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education).
Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ).
Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning .
Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.
Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions.
Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use.
Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment?
Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students?
As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .
The Columbia Center for Teaching and Learning (CTL) is here to help!
For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] .
Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students.
Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.
Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback.
Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass.
Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .
Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass.
Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829
Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge.
Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.
Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80.
Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267
McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021.
Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online.
Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).
Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015
Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/
Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29.
Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396
Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass.
Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/
Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47.
Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2).
See the CTL’s resource “Considerations for AI Tools in the Classroom.”
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Looking for advantages and disadvantages of Assignments For Students?
We have collected some solid points that will help you understand the pros and cons of Assignments For Students in detail.
But first, let’s understand the topic:
What are the advantages and disadvantages of assignments for students.
The following are the advantages and disadvantages of Assignments For Students:
Advantages | Disadvantages |
---|---|
Boosts understanding of topics | Can increase stress levels |
Encourages independent learning | Limits free time |
Enhances time management skills | May discourage creativity |
Improves research and writing abilities | Risks of plagiarism |
Reinforces classroom learning | Difficulty understanding instructions |
Disadvantages of assignments for students.
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Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education.
Make Google Docs and Google Drive compatible with your LMS
Simplify assignment management with user-friendly Google Workspace productivity tools
Built with the latest Learning Tools Interoperability (LTI) standards for robust security and easy installation in your LMS
Distribute personalized copies of Google Drive templates and worksheets to students
Grade consistently and transparently with rubrics integrated into student work
Add rich feedback faster using the customizable comment bank
Compare student work against hundreds of billions of web pages and over 40 million books with originality reports
Make student-to-student comparisons on your domain-owned repository of past submissions when you sign up for the Teaching and Learning Upgrade or Google Workspace for Education Plus
Allow students to scan their own work for recommended citations up to three times
Protect student privacy — data is owned and managed solely by you and your students
Provide an ad-free experience for all your users
Compatible with LTI version 1.1 or higher and meets rigorous compliance standards
Experience google workspace for education in action. explore premium features in detail via step-by-step demos to get a feel for how they work in the classroom..
“Assignments enable faculty to save time on the mundane parts of grading and...spend more time on providing more personalized and relevant feedback to students.” Benjamin Hommerding , Technology Innovationist, St. Norbert College
Find all of the same features of Assignments in your existing Classroom environment
Discover helpful resources to get up to speed on using Assignments and find answers to commonly asked questions.
Get a quick overview of Assignments to help Educators learn how they can use it in their classrooms.
Start using Assignments in your courses with this step-by-step guide for instructors.
Find educator tools and resources to get started with Assignments.
Watch this brief video on how Educators can use Assignments.
Contact your institution’s administrator to turn on Assignments within your LMS.
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Thanks to the internet, you might think it’s easy enough to find information for your latest assignment or project. But which websites are legitimate sources?
Trustworthy resources, how to tell if a website is a good source, how to use wikipedia, what about social media, how to cite your sources, sourcing images, frequently asked questions.
Gone are the days of looking up a hard copy encyclopedia for your latest assignment—nowadays, you can find information on pretty much everything online. Although convenient, this creates a new problem—what's real and what's not? Not only can you run into the issue of handing in an assignment with incorrect information, but your teacher may not accept some of the sources you're using.
Knowing how to find reliable sources and to reference them correctly is an essential skill in school, college, and later life. Every school will have specific requirements around acceptable sources and the number of sources used to corroborate evidence. Many schools will not allow for the use of Wikipedia in any academic paper.
If you haven't been given clear guidelines on which websites you can and can't use for your research, your teacher may have told you only to use trustworthy or reputable sources. But what exactly does that mean?
Generally, legitimate and accepted sources include:
Other websites are also accepted as trustworthy sources, and this is when you'll need to do a bit more research first.
Good Sources of Information | Generally Not Accepted* |
Academic journal articles (Google Scholar) | Wikipedia |
Government websites (.gov) | Dictionary.com |
Educational institution websites (.edu) | Personal blogs |
Public reports | Personal opinions on forums |
News websites | Quora |
Print publications | Social media |
Well-known publication websites | Vlogs |
Encyclopedias (print and online) | |
Dictionaries (print and online) | |
Reference books and websites | |
Magazines (print and online) | |
Software websites | |
Videos (from reputable publishers) |
*There are some exceptions to the rule depending on your assignment. For example, a personal blog by someone probably won't be the best source of information on whales. However, it may be fine if the blog belongs to a renowned marine biologist.
Similarly, if your assignment requires you to gather opinions on a particular issue, then Reddit may be an appropriate source.
Animals | |
Culture | |
Definitions | |
Geography | |
Geology | |
Health and the Human body | |
History | |
Science | |
Technology | |
To figure out if an article or website is trustworthy :
It's extremely important to understand the difference between Google and Google Scholar as they are completely different systems.
The process of researching, publishing, and peer reviewing of academic information is a foundation of our modern society (science, technology, mathematics, etc.). The internet, however, is another beast entirely.
Google was invented to index websites and does an amazing job of that. However, anyone can make a website with their own facts and figures and use search engine optimization (SEO) to get it indexed. If you Google " flat earth society ," you will find people who believe that Earth is flat. This does not mean this claim is true, the results from that search are not guaranteed to be reliable sources.
Google's job is to index the public internet (although it has become much better at removing mistruths and aggregating questions and answers).
On the other hand, Google Scholar only indexes scholarly literature and academic sources. Google has been scanning books and research papers for many years and Google Scholar is now much more convenient than going to the library, although it still has limitations.
Wikipedia isn't recognized by most (if not all) schools as a trustworthy source of information for student projects. This is because anyone can contribute to Wikipedia—literally anyone. Anyone can go into a Wikipedia article, edit, and publish it as they like.
Wikipedia even states that there may be incorrect information on the site, making it a very unreliable source. Therefore, Wikipedia should never be your only (or primary source) of information.
However, Wikipedia can still be helpful for assignments. First, you can use Wikipedia to understand the topic better, so it's a great first step in the process. Secondly, you can use the References list on the Wikipedia article to find a better source. They may not all be accepted by your teacher, but most of them should be fine.
While using specific social media posts and YouTube videos may be accepted, try to avoid using them as sources unless your essay calls for it. For example, suppose your assignment is about a celebrity. In that case, you may be able to use their Instagram posts as part of your assignments.
Additionally, don't use a social media post as your source of information. If the post references an article published online—use that instead.
There are several different ways to cite social media posts and pages as a source:
Each school and class may have different requirements for citing sources. If your school doesn't provide you with guidelines, choose one of these options. (Note that there are various options for both in-text citations and resource lists.)
Remember, be consistent—don't jump from one style of sourcing to another.
Scholarly writers for: Preferred by many: | |
Preferred by: |
(Check individual style guides for more information on citing other publications, such as journal articles.)
In-text citations are included within the main body of your essay and refer to entries in the reference/source list (found at the end of your document).
In these examples, we've used the following:
According to the World Wildlife Fund (2022), the Antarctic blue whale is the largest animal on the planet. According to Smith, J.T. (2022), the Antarctic blue whale is the largest animal on the planet. The Antarctic blue whale is the largest animal on the planet today (World Wildlife Fund, 2022). The Antarctic blue whale is the largest animal on the planet today (WWF, 2022). | Smith, J.T. (2022). . World Wildlife Fund. https://www.worldwildlife.org/stories/meet-the-biggest-animal-in-the-world | |
The Antarctic blue whale is the largest animal on the planet today (Taylor 2022). The Antarctic blue whale is the largest animal on the planet today (World Wildlife Fund 2022). | Smith, John. "Meet the biggest animal in the world," World Wildlife Fund. February 2, 2022. https://www.worldwildlife.org/stories/meet-the-biggest-animal-in-the-world WWF. "Meet the biggest animal in the world." World Wildlife Fund. February 2, 2022. https://www.worldwildlife.org/stories/meet-the-biggest-animal-in-the-world | |
According to the World Wildlife Fund, the Antarctic blue whale is the largest animal on the planet today. The Antarctic blue whale is the largest animal on the planet today (Smith). | Taylor, John. "Meet the biggest animal in the world." , 2 Feb. 2022, https://www.worldwildlife.org/stories/meet-the-biggest-animal-in-the-world. |
Note that each style guide has other options on citing author names versus the entire website as the author (if no author is specified). If no date is specified on the website, put "(n.d.)" in place of the date.
Websites like EasyBib can help you generate citations for your source list. Simply paste the URL into the tool, and voila!
If you need to include images within your document, you'll also need to source them appropriately. You can cite and source them the same way you would a website or other publication (see above), but include the file format in your reference list.
For example, using the APA format:
World Wildlife Fund. (2022). How big is the blue whale [JPG]? World Wildlife Fund. https://www.worldwildlife.org/stories/meet-the-biggest-animal-in-the-world
Wikipedia generally isn't considered a reputable source of information because anyone can go in and edit a Wikipedia article. Therefore, there's no guarantee that information is correct or up to date.
There is a way you can use Wikipedia for your research, however. If you find data you want to use on Wikipedia, find the source for the information by clicking on the in-text citation and use that source instead.
Forbes is generally a credible source to cite in school assignments and essays. However, you want to be careful with some articles since they accept posts from guest contributors who may not be experts in their topics.
Verified.org is free to use. We are funded through a combination of direct investment by the founders and advertising and affiliate links for which we may get paid a fee. When you click on the links you are supporting Verified.org.
Our writers research their work independently of advertisers. Any recommendations by writers on Verified.org is not influenced by any funding we receive.
Democratic presidential candidate Kamala Harris selected Minnesota Governor Tim Walz as her running mate on Tuesday, choosing a progressive yet plain-spoken VP candidate from America’s heartland to help her win over rural, white voters.
“I’m pleased to share that I’ve made my decision: Minnesota Governor Tim Walz will join our campaign as my running mate,” Harris said via text to supporters. “Tim is a battle-tested leader who has an incredible track record of getting things done for Minnesota families. I know that he will bring that same principled leadership to our campaign, and to the office of the vice president.”
We look at Walz, a 60-year-old U.S. Army National Guard veteran, and his military career over the years.
More: Tim Walz is Kamala Harris' VP pick: Minnesota governor named running mate: Live updates
Walz served in the military for 24 years, enlisting in the Nebraska National Guard at 17 in 1981 and then transferring to the Minnesota National Guard in 1996. He retired in 2005 to begin his successful run for the U.S. House, representing Minnesota as command sergeant major, among the highest ranks for enlisted soldiers. His battalion went on to deploy to Iraq shortly after Walz's retirement.
Walz specialized in heavy artillery and had proficiency ribbons in sharpshooting and hand grenades.
But during the 21 years that Walz spent working with large artillery pieces, he suffered hearing loss and tinnitus in both ears, Minnesota Public Radio reported. He was allowed to continue his service after undergoing surgery, which partially resolved his hearing loss.
During his service, Walz responded to natural disasters, including floods and tornadoes in Minnesota and Nebraska, and was deployed overseas for months at a time, according to MPR.
In 2003, he was sent to Italy, where he served with the European Security Force to support the war in Afghanistan. He was also stationed in Norway for joint training with other NATO militaries.
Walz told MPR that he reenlisted in the National Guard after the September 11 attacks but never saw active combat in his years in the military.
Stars and Stripes reported in 2020 that Walz credited his Army experience with helping him steer Minnesota through the COVID-19 pandemic as governor.
As governor of Minnesota, Walz is commander in chief of the 13,000-soldier Minnesota National Guard. “I’m certainly proud of my military service, but it’s one piece of me,” he told Minnesota Public Radio in 2018. “It doesn’t define me.”
Reuters and USA TODAY reporter Tom Vanden Brook contributed to this story.
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In 1981, Tim Walz and his father traveled to the nearest Army National Guard enlistment officer to his hometown in Nebraska.
“We met up with a lieutenant who had to get off his tractor from early spring plowing,” Walz said in a 2018 interview with MPR News. “And we did the oath of enlistment right there on the edge of a field with the recruiter. And that led me on a 24-year journey.”
The Minnesota governor, and now running mate with Vice President Kamala Harris, has often talked about his service in the National Guard. Now others are talking about it too, and not always in glowing terms, especially when it comes to Walz’s stepping away from the Guard.
Harris called him a “patriot” in Philadelphia on Tuesday, the first rally the two held together.
Gifts from individuals keep MPR News accessible to all - free of paywalls and barriers.
“To his fellow veterans. He is Sergeant Major Walz,” Harris said, as the crowd cheered.
Republican vice presidential candidate Sen. JD Vance took aim at the governor’s accounts of his service on the campaign trail, calling Walz’s decision to leave the National Guard when he did “shameful.”
Members of the National Guard train to fight in wars, and to respond to national security threats. They also are called up for state emergencies. The majority of guard members have full-time civilian jobs and serve part-time in the guard.
Walz served in Nebraska, Texas and Arkansas before moving to Minnesota in 1996. He was in the 1st Battalion, 125th Field Artillery based in New Ulm.
He specialized in heavy artillery and had ribbons for proficiency in sharpshooting and hand grenades, according to military records MPR News obtained through an open records request.
During his service, he suffered hearing damage due to heavy artillery use . He later had surgery to address that.
His training missions included one near the Arctic Circle in northern Norway.
In 2003 he was deployed to Italy for nine months, providing support for the war in Afghanistan .
“[Our] responsibility was to provide support at these bases in the early parts of the war in 2003, where these troops in the active force went forward into the war zone,” Walz said. “And we went in and provided base security, provided training on the backside, because the regular force was deployed downrange.”
On May 15, 2005, Walz retired from the Guard. His separation record says he did so honorably.
Later that year, his battalion was deployed for the Iraq war.
The 1-125th Field Artillery “received an alert order for mobilization to Iraq on July 14, 2005. The official Department of the Army mobilization order was received on Aug. 14, 2005, and the unit mobilized on Oct. 12, 2005,” said Lt. Col. Ryan Rossman, Minnesota National Guard’s director of operations.
At the time of his retirement, Walz was 41 and wanted to run for Congress. He was elected to the 1st Congressional District seat the following year.
In the 2022 race for governor, Republican candidate Scott Jensen — flanked by veterans — pointedly questioned Walz’s decision to leave the Guard before the battalion’s Iraq deployment.
“In my eyes, today is the day that Tim Walz is indicted for lack of leadership and an unwillingness to do his duty, and Minnesota needs to know about it,” Jensen said.
Walz said in 2018 he believed he could make a difference as a voice for soldiers in Congress.
“I wouldn’t put myself as a hero, but 24 years of service commendations, rising to a rank that your listeners who are in the military know, you don’t get to bluff your way to that, you earn that and, and I’m certainly proud of that,” he said.
Allan Bonnifield served with Walz, whom he first met in 1999. In a 2018 interview with MPR News, Bonnifield said Walz debated whether he should focus on a run for Congress or stay in the National Guard.
“He weighed that decision to run for Congress very, very heavy,” Bonnifield said. “He loved the military, he loved the Guard, he loved the soldiers that he worked with, and making that decision was very tough for him. Especially knowing that we were going on another deployment to Iraq. He didn’t take that decision lightly at all.”
Vance, who criticized Walz’s record, served four years in the Marines. He was deployed to Iraq for six months in 2005 as a combat correspondent, or military journalist according to Task and Purpose, a publication that covers the military.
Bonnifield said Walz focused on veterans in Congress . Of the 85 bills Walz sponsored over his six terms, nearly half had to do with veterans’ issues.
“He worked on making it easier for Guard members struggling to get help and contact the right people for post traumatic stress help, for the suicidal thoughts, for just making things quicker and making it so people realized it is an actual problem, it’s not something that will just go away,” Bonnifield said.
There have also been questions raised by critics about two aspects of Walz’s retirement documents. First, his title at retirement, and second, a lack of a signature on his separation record.
Walz left the military at the rank of command sergeant major, one of the top for an enlisted soldier.
Personnel file records show that he was reduced in rank months after retiring, leaving him as a master sergeant for benefits purposes.
“[Walz] held multiple positions within field artillery such as firing battery chief, operations sergeant, first sergeant and culminated his career serving as the command sergeant major for the battalion,” said Lt. Col. Kristen Augé, a public affairs officer with the Minnesota National Guard. “He retired as a master sergeant in 2005 for benefit purposes because he did not complete additional coursework at the U.S. Army Sergeants Major Academy.”
In the separation record for Walz, a signature box says “Soldier not available for signature.” The guard said that’s relatively routine for these documents.
“For members of the reserve components, who are not available for signature, using the regulatory statement of ‘not available to sign’ is common,” said Army Col. Ryan Cochran, the Minnesota National Guard’s director of manpower and personnel. “This statement is authorized and directed by both Army Regulations and National Guard Regulations to ensure the timely processing of administrative actions.”
MPR News politics editor Brian Bakst and former APM Reports correspondent Chris Haxel contributed reporting to this story.
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The Minnesota governor, a former high school teacher and National Guard member, brings to the ticket Midwestern appeal and a plain-spoken way of taking on Donald Trump.
By Reid J. Epstein Katie Rogers Erica L. Green and Shane Goldmacher
Reid J. Epstein, Katie Rogers and Erica L. Green reported from Washington, and Shane Goldmacher from New York.
Vice President Kamala Harris, the Democratic nominee for president, has chosen Gov. Tim Walz of Minnesota as her running mate, elevating a former football coach whose rural roots, liberal policies and buzzy takedowns of former President Donald J. Trump have recently put him on the map.
Mr. Walz, 60, emerged from a field of candidates who had better name recognition and more politically advantageous home states. Minnesota is not a top-tier presidential battleground and is unlikely to prove critical to a Harris-Walz victory.
But he jumped to the top of Ms. Harris’s list in a matter of days, helped by cable news appearances in which he declared that Republicans were “weird.” The new, clear articulation of why voters should reject Mr. Trump caught on fast and turned the spotlight on the plain-spoken Midwesterner behind it.
“One of the things that stood out to me about Tim is how his convictions on fighting for middle class families run deep,” Ms. Harris said in a social media post confirming his selection. “It’s personal.”
Mr. Walz (pronounced Walls) will appear with Ms. Harris at a rally on Tuesday evening in Philadelphia, their first appearance as the Democratic ticket. In his own post on social media, Mr. Walz said it was the “honor of a lifetime” to be chosen as her running mate.
“Vice President Harris is showing us the politics of what’s possible. It reminds me a bit of the first day of school,” he said.
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We’re only a few weeks away from the start of the 2024 high school football season in New Jersey.
Practice officially gets underway on Monday as the season kicks off on Aug. 29, with teams playing their Week 0 games.
Here is a look at how each of the state’s five football-playing conferences will be aligned this year.
American Gold: Elizabeth; St. Joseph (Met.); Union; Westfield
American Silver: Bridgewater-Raritan; Hillsborough; Hunterdon Central; Phillipsburg; Ridge
Freedom Gold: Brearley; Dayton; Highland Park; Roselle Park; South River; Spotswood
Freedom Silver: Belvidere; Bound Brook; Dunellen; Manville; Middlesex; South Hunterdon
Liberty Gold: Colonia, Linden, Perth Amboy; Plainfield; Woodbridge
Liberty Silver: Montgomery; North Hunterdon; Rahway; Somerville; Watchung Hills
National Gold: East Brunswick; Monroe; Old Bridge; Piscataway; South Brunswick
National Silver: Edison; Franklin; North Brunswick; Sayreville; St. Thomas Aquinas
Patriot Gold: Bernards; Delaware Valley; J.P. Stevens; Voorhees
Patriot Silver: Johnson, Metuchen, New Providence, Roselle
United Gold: Carteret; Cranford; Hillside; Scotch Plains-Fanwood; Summit
United Silver: Gov. Livingston; Iselin Kennedy; New Brunswick; North Plainfield; South Plainfield
Colonial: Becton; Cresskill; Elmwood Park; Garfield; Lodi; Lyndhurst; Palisades Park
Liberty: Glen Rock; Manchester Regional; North Arlington; Pompton Lakes; Rutherford; Waldwick
Meadowlands: Butler; Hasbrouck Heights; Hawthorne; New Milford; Saddle Brook; Secaucus
Patriot: Bogota; Park Ridge; St. Mary (Ruth.); Wallington; Weehawken; Wood-Ridge
A North: Colts Neck; Long Branch; Marlboro; Middletown South; Red Bank Catholic; Rumson-Fair Haven
A South: Brick Memorial; Donovan Catholic; Howell; Jackson Memorial; Point Pleasant Boro; Toms River North
B North: Freehold Borough; Freehold Township; Matawan; Middletown North; Ocean Township; Red Bank Regional
B South: Brick Township; Central Regional; Lacey; Southern; Toms River East; Toms River South
C North: Holmdel; Manalapan; Manasquan; Raritan; St. John Vianney; Wall
C South: Barnegat; Jackson Liberty; Lakewood; Manchester Township; New Egypt; Pinelands; Point Pleasant Beach
American Blue : Hackettstown; High Point; Kittatinny; Lenape Valley; Newton; Sussex Tech
American Red : Dumont; Dwight-Morrow; Mahwah; Pascack Hills; Ramsey; Westwood
American White : Hanover Park; Madison; Morris Catholic; Mountain Lakes; Parsippany; Pequannock
Freedom Blue : Clifton; Paterson Eastside; Paterson Kennedy; Passaic; Passaic Tech
Freedom Red : Barringer; Bloomfield; East Orange; Livingston; Montclair; West Orange
Freedom White : Bayonne; Columbia; Newark East Side; Irvington; Orange; Union City
Independent : Hudson Catholic
Ivy Red : Bergen Tech; Demarest; Fair Lawn; Fort Lee; Indian Hills; Ridgefield Park; Tenafly
Ivy White : Belleville; Cliffside Park; Dickinson; Ferris; Kearny; Memorial; North Bergen
Liberty Blue : Chatham; Mendham; Montville; Morris Hills; Parsippany Hills; Warren Hills
Liberty Red : Hackensack; Northern Highlands; Ramapo; Ridgewood; Wayne Valley
Liberty White : Morris Knolls; Morristown; Mount Olive; Randolph; Roxbury; West Morris
National Blue : Boonton; Hopatcong; Kinnelon; North Warren; Wallkill Valley; Whippany Park
National Red : Cedar Grove; Glen Ridge; Hoboken; Newark Collegiate; Newark Central; Verona
National White : Immaculata; Lincoln; Shabazz; Snyder; Weequahic; West Side
Patriot Blue : Bergenfield; Old Tappan; Paramus; Pascack Valley; River Dell; Teaneck
Patriot Red : Dover; Jefferson; Lakeland; Sparta; Vernon; West Milford
Patriot White : Caldwell; Millburn; Nutley; Passaic Valley; Wayne Hills; West Essex
United Red: Bergen Catholic; Don Bosco Prep; Paramus Catholic; St. Joseph (Mont.)
United White: Delbarton; DePaul; Pope John; Seton Hall Prep; St. Peter’s Prep
American Division: Cherokee; Millville; Mainland; St. Augustine; Winslow
Classic Division: Delsea; Kingsway; Timber Creek; Washington Township; Williamstown
Colonial Division: Camden; Camden Eastside; Lenape; Rancocas Valley; Shawnee
Constitution Division Atlantic City; Cedar Creek; Hammonton; Holy Spirit; Ocean City
Continental Division: Gloucester; Haddonfield; Paul VI; Pleasantville; Seneca; Willingboro
Diamond Division: Glassboro; Penns Grove; Salem; Schalick; Woodbury; Woodstown
Freedom Division: Cherry Hill West; Gateway; Eastern; Highland; Pensauken; Vineland
Capitol Division: Allentown; Hightstown; Hopewell Valley; Notre Dame; Nottingham; Steinert
Independence Division: Burlington Township; Cinnaminson; Delran; Haddon Heights; Moorestown; Northern Burlington
Valley Division: Ewing; Hamilton West; Princeton; Robbinsville; Trenton; West Windsor-Plainsboro
Liberty Division: Absegami; Cumberland; Lower Cape May; Middle Township; Oakcrest; St. Joseph (Hamm.)
Memorial Division: Atlantic Tech; Bridgeton; Cherry Hill East; Deptford; Egg Harbor Township: Triton
National Division: Bordentown; Burlington City; Florence; Lawrence; Maple Shade; Pemberton; Riverside
Patriot Division: Audubon; Camden Catholic; Collingswood; Overbrook; Pennsville; Pitman; West Deptford
Royal Division: Clayton; Gateway; Gloucester Catholic; Haddon Township; Mastery Camden; Pitman; Sterling
United Division: Bishop Eustace; Buena; Holy Cross Prep; KIPP Cooper Norcross Academy; Lindenwold; Pitman; Wildwood
Luis Torres covers football. You can reach him at [email protected] .
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Answers for school assignment crossword clue, 6 letters. Search for crossword clues found in the Daily Celebrity, NY Times, Daily Mirror, Telegraph and major publications. Find clues for school assignment or most any crossword answer or clues for crossword answers.
Find Your School District and Nearby Schools Top. An excellent education for every child. GreatSchools is the leading nonprofit providing high-quality information that supports parents pursuing a great education for their child, schools striving for excellence, and communities working to diminish inequities in education. ...
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 ...
Types of Assignment. Essays: Essays are a common form of academic assignment, requiring students to articulate their ideas, arguments, and insights on a specific topic. Essays can range from persuasive, descriptive, narrative, or expository, and often follow a structured format with an introduction, body paragraphs, and a conclusion.
school assignment: 1 n a school task performed by a student to satisfy the teacher Synonyms: schoolwork Types: show 7 types... hide 7 types... classroom project a school task requiring considerable effort classwork the part of a student's work that is done in the classroom homework , prep , preparation preparatory school work done outside ...
This type of analysis can identify trends across content areas such as English/language arts, science, social studies, and math. At Ed Trust, we undertook such an analysis of 4,000 classroom assignments and found that students are being given in-school and out-of-school assignments that don't align with grade-level standards, lack sufficient ...
Types of Assignments Cristy Bartlett and Kate Derrington. Figure 20.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 licence. Introduction. As discussed in the previous chapter, assignments are a common method of assessment at university.
To view assignment information using The Student Assignment Lookup Tool, you will need the student's identification number and birth date. You can find your student's ID number by signing in to The Source. If you have problems accessing your student's assignment, please contact the admissions team, at 206-252-0760.
School assignments are based on three factors: 1. the school's ability to implement your child's IEP; 2. the school that is closest to your child's home; and 3. available seats. If seats are not available at the school closest to your home, a school assignment at the next closest school was provided.
assignment: 1 n an undertaking that you have been assigned to do (as by an instructor) Types: show 6 types... hide 6 types... school assignment , schoolwork a school task performed by a student to satisfy the teacher writing assignment , written assignment an assignment to write something classroom project a school task requiring considerable ...
Assignment meaning is the tasks given to students by their teachers and tutors to complete in a defined time. They can also be referred to as the work given to someone as a part of learning. Assignments can be in the form of written, practical, art or fieldwork, or even online. Their purpose is to ensure that students understand the subject ...
Designing Assignments for Learning. The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning ...
If you have questions or need help with enrollment, please contact us at (772) 429-3930 or email [email protected]. Open Enrollment Dates. Lottery Magnet Dates. Attractor Program Dates. High School: May 1 - May 31, 2024. Enrollment for Elementary and Middle: May 1 - May 31, 2024. Applications will reopen June 10, 2024.
Advantages of Assignments For Students. Boosts understanding of topics - Assignments help students dive deeper into topics, providing a clear and thorough understanding that goes beyond surface-level knowledge.; Encourages independent learning - They promote self-learning, pushing students to study and solve problems on their own, fostering self-reliance.
Find Base School Assignment by Address. A student's base schools are based on the residence of the student. Please enter the street number and a few characters of the street name in the box below. When you see your address in the list, click it to view the assigned base schools. To find your magnet, early college, and application options visit ...
Journal Entries. This guide includes tips on writing common course assignments. Both in traditional and online classrooms, journal entries are used as tools for student reflection. By consciously thinking about and comparing issues, life experiences, and course readings, students are better able to understand links between theory and practice ...
Noun. 1. school assignment - a school task performed by a student to satisfy the teacher. schoolwork. classroom project - a school task requiring considerable effort. classwork - the part of a student's work that is done in the classroom. homework, prep, preparation - preparatory school work done outside school (especially at home)
However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible. First, you will need to articulate the purpose of the assignment. Even though you know why the assignment is important and what it is meant to accomplish, you ...
Easily distribute, analyze, and grade student work with Assignments for your LMS. Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education.
Date of Birth. e.g. 04/22/1969. DETAILS OF EXAMINATION. Date of Examination. e.g. March 17, 2019. Type of Examination. e.g. CSE-PPT Professional. Career Service Examination - Pen and Paper Test (Professional Level) Career Service Examination - Pen and Paper Test (SubProfessional Level) CSC Office.
Research the website: Look up the company that owns the website and see how well-known and trusted it is for the information you're citing. You'll want to use sites that are: Well-known and well-respected. Credible. Check media coverage: Look for a Media or Press page on the website.
Assignment to School. School districts may not segregate students on the basis of race, color, or national origin in assigning students to schools. In some areas, the population distribution of a school district enrolling large numbers of minority and nonminority students may result in schools with substantially disproportionate enrollments of ...
Schools Near You. Look up public schools and school districts by address or ZIP code. Find out what school district you are in and what school you are zoned for by exploring our school boundary maps. Note: School map boundaries may have changed for the current school year so please contact your school district to verify school assignment for ...
Democratic vp pick Tim Walz served for decades in the Army National Guard, serving in the U.S. and overseas.
1. Walz was born in West Point, a Nebraska town of just 3,500 people. But he was raised in an even smaller town called Butte. 2. Walz graduated from Butte High School in 1982. "I come from a ...
Gov. Tim Walz (right) and Gary Bloomberg (left) at Camp Guernsey, an artillery training facility in Guernsey, Wyoming in 1992. Walz was an U.S. Army National Guard staff sergeant at the time. In ...
BALTIMORE - The Baltimore City Board of School Commissioners has confirmed the membership and committee chair assignments for its six committees for the 2024-25 school year.. Board committees play a crucial role in the effective functioning of the School Board and the overall improvement of the education system.
The Assignment with Audie Cornish One Thing Tug of War ... Walz signed a bill last year that mandates that school districts and charter schools provide free menstrual products in all restrooms ...
The Minnesota governor, a former high school teacher and National Guard member, brings to the ticket Midwestern appeal and a plain-spoken way of taking on Donald Trump. By Reid J. Epstein Katie ...
We're only a few weeks away from the start of the 2024 high school football season in New Jersey. Practice officially gets underway on Monday as the season kicks off on Aug. 29, with teams ...