assignment for value

Life Insurance Assignment – What They Are and Why You Need Them

Everything You Need to Know about Absolute vs. Collateral Assignments

Table of Contents

Collateral assignment, how is a collateral assignment used, how to complete a collateral assignment, releasing a collateral assignment, death and collateral assignments, collateral assignments for the uninsurable, absolute assignment, final words.

What is a collateral assignment?

A collateral assignment of life insurance gives lenders the right to collect your policy’s death benefit up to the amount of the outstanding loan balance.

A typical scenario involves taking out a business loan .

The lender may require a life insurance policy as collateral.

The type of life insurance policy used, whether a term, whole life, or universal life doesn’t matter.

The insurance policy will pay off the balance if you die while the loan is outstanding.

Life insurance for SBA loans is required when you borrow from the SBA.

The collateral assignment applies to the entire policy, including any life insurance rider benefits that may be part of the policy.

The process is similar whether you are adding the assignment to an existing policy or are buying new coverage.

There are two parties to a collateral assignment.

• Assignor – Is the owner of the life insurance policy
• Assignee – Is the lender

Life insurance companies have standardized forms used for this purpose.

• The owner completes the form and sends it to the lender for review and signature.
• Once complete, you will send the form to the insurance company.
• The insurance company records the assignment and sends a confirmation to the owner and lender that the assignment is complete.

This may all seem confusing if you haven’t used an assignment before, but the reality is that most life insurers make it pretty easy to complete.

When you pay off your lender, you have the right to have the collateral assignment removed.

The life insurance companies have collateral release forms as well.

• The owner completes the form and sends it to the lender.
• The lender signs off on the release.
• Once complete, the insurance company records the release and sends the discharge letter to all parties.

Once complete, you should re-check with the home office to ensure that your policy released the assignment.

Your agent can help with this.

How do collateral assignments work when you die?

Check out this example:

• Policy Face Amount = $1,000,000
• Beneficiary = Your Spouse
• Original Bank Loan = $200,000
• Outstanding Loan Balance at Death = $100,000

What happens next?

• Your beneficiary will file the death claim with the life insurance company.
• The life insurance company will review the claim and see a collateral assignment attached to your policy.
• The insurer contacts the lender for an updated payoff figure.
• Payoff amounts are sent directly to the lender.
• Your beneficiary receives the balance of the policy death benefit .

For the above example, your lender would receive $100,000, and your beneficiary would receive the remaining $900,000 as intended.

I would like to remind you that you NEVER want to name your lender as the beneficiary, as they would receive the entire proceeds rather than just what was owed.

While lenders may want a life insurance policy as collateral, sometimes it’s difficult to obtain if the insured has substantial health issues .

If you have an existing life insurance policy in effect, it’s possible to use that for the assignment.

Another option that exists in some states is contingent coverage.

Contingent coverage is a one-year policy that you can renew.

The policy will exclude death from the known health issue but provide coverage for new health issues that develop or from accidental deaths .

Many lenders accept this coverage when it’s the only option available.

What is an absolute assignment?

You use absolute assignments when you permanently relinquish all ownership rights to your life insurance policy.

Some examples:

Life Insurance Settlements

With this transaction, you are selling your life insurance policy to a third party.

You may convert a term policy to permanent insurance before it is sold.

Another example may involve admitting seniors to a nursing home.

The nursing home may take over the policy you have.

1035 Exchange

A 1035 exchange is a tax-free transfer of cash value from universal life or whole life policy to another similar policy.

Gifting Life Insurance to Charities

You can use absolute assignments to permanently transfer your policy to your favorite charity.

Irrevocable Life Insurance Trusts (ILIT)

You use absolute assignments to permanently transfer your policy to an ILIT.

An example would be a survivorship policy you and your spouse own that you are transferring to the trust.

Many other potential issues may arise with transfers to an ILIT that are beyond the scope of this article.

Business Cases

If you purchased key person life insurance on an employee, absolute assignments are used to transfer ownership to the employee.

You may have questions about your life insurance assignment and how it works.

The following are general guidelines, as each situation is uniquely different.

Can the collateral assignment change the beneficiary?

No, the collateral assignment does not change the beneficiary.

The life insurance assignment gives the lender the right to receive proceeds equal to their outstanding loan balance.

Can a business be a beneficiary in a collateral assignment of life insurance?

A business can be the beneficiary of a life insurance policy that is collaterally assigned.

Life insurance assignments are common for absolute and collateral assignments.

What is most important is that we understand what is involved with this process.

That’s where we’ll help you make the best decision for your life insurance.

There is never any pressure or obligation with our life insurance service.

Please take a few minutes to submit your quote request today. Thank you.

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About The Author

Michael Horbal

• Our Mission

Helping Your Students Identify Their Values

Have your students write about the principles they want to live by, using these prompts to help them get started.

The beginning of the school year is a good time to ask students to reflect on what gives them guiding direction in their lives. And writing their guiding principles for life is a perfect assignment for doing so.

For teachers of students fifth grade and up, ask your students to describe the laws by which they want to live their life. To help them get the idea, discuss any biographies they have read or watched (or watch clips or read excerpts together) and then discuss or list together a summary of the rules by which these individuals seemed to live their lives. Also ask students the same question about characters in novels, adults in their lives, or historical figures.

Getting Started

Question prompts will help students start thinking more deeply about their own values or principles:

• Whom do you admire? List three of that person’s admirable qualities.
• Describe an incident or event from which you learned a lesson “the hard way.”
• What could you change about yourself to become a better person?
• What three qualities do you value in a friend? A teacher? A parent?
• Who has been most important in your life in helping you establish your values? Please explain.
• What are the three most important values you think it will be important to encourage in your children one day?
• What is the one rule that you believe is important to live your life by?
• If we lived in a perfect world, how would people behave differently than they do now?

You may find it useful to have each student write their own answers to some or all of the prompts first and then ask students to share these in pairs, with a segment of a class, or in a whole-class discussion.

Teachers should follow up students’ statements with questions to help them think more deeply about their answers. For example, what makes these qualities worth admiring and worth following? How did you choose that particular incident or example or person? Why are these qualities or values so important to you?

Crafting a Reflective Essay

After students have had a chance to think about and discuss the prompts, they will be ready to start to write. A reflective essay of this sort can be linked in format to students’ appropriate grade-level language arts writing standards and objectives. Instruct them to reflect on the past year, both in and out of school, and write about what they consider to be the values or principles by which they want to live their lives, and why.

In my work with teachers who have guided students through this task, the resulting essays were moving, revealing, and inspiring. Students have often told stories about family members and important events in their lives. They have addressed such themes as love, responsibility, respect, relationships, perseverance, self-discipline, courage, honesty, and kindness—and often in combination.

One student, writing about how he and his siblings were about to be removed from their home by child protective services following the arrest of their mother, described how their mother’s friend, whom they had never met, fought for legal custody of them when no other family member appeared. His law of life was the importance of giving love even to people he does not know. Another student wrote, “I think loving others is the most important. A person must have love in his or her life. Love makes a person feel important.”

Here is part of an eighth grader’s essay about perseverance:

The key to success in my life is perseverance. My purpose is to continue to reach my goals, despite difficulties that I may face. My great grandmother was a person who struggled to make sure her family would be successful. Born in 1902, she was a maid who worked extremely hard just to make ends meet. She walked miles to get to work because she didn’t have money for transportation; after working in someone’s kitchen all day, she came home to take in laundry. Her driving desire to make life better for her children and theirs motivated her to persevere in a time when being black meant you were considered less than nothing. (Excerpted from Urban Dreams: Stories of Hope, Resilience, and Character .)

Moving from Reflection to Application

Ask students at the start of the school year to commit themselves to living by their principles or laws from the outset. Throughout the school year, you can have them reflect on what they wrote and committed to, check in with others on how they are doing on following through, and revise their laws if necessary.

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VALUE ASSIGNMENT SHEETS

Use Value Assignment Sheets to locate the correct target values and ranges for your i-STAT  test cartridge controls and calibration verification materials. You may also access  electronic Value Assignment Sheets (eVAS) .  

Content on this page was updated on 13-May-2024.

Find Your Value Assignment Sheet

To find the right Value Assignment Sheet, you must have:

• CLEW revision (found within the handheld’s Status Page)
• Control/Calibration Verification lot number found on the box (not the unique lot for each level located on the vials of the Calibration Verification kits)
• Cartridge type and lot number (found on cartridge pouch or cartridge box)

To locate the correct ranges for your controls:

• Select the CLEW revision below that corresponds with the handheld’s current CLEW.
• Locate and select the Control/Calibration Verification lot and type below that corresponds with your lot number.
• Locate cartridge type and lot prefix letter WITHIN the value sheet that corresponds with your cartridge.

ACT LEVEL 1 CONTROL

• Lot 261161, for CLEW A47
• Lot 261165, for CLEW A47
• Lot 261168, for CLEW A47

ACT LEVEL 2 CONTROL

• Lot 271161, for CLEW A47
• Lot 271165, for CLEW A47
• Lot 271169, for CLEW A47

B-Hcg Calibration Verification Set

• Lot 220237, for CLEW A47
• Lot 230039, for CLEW A47
• Lot 230104, for CLEW A47
• Lot 240332, for CLEW A47

B-HCG LEVEL 1 CONTROL

• Lot 351163, for CLEW A47
• Lot 351169, for CLEW A47
• Lot 351171, for CLEW A47
• Lot 351178, for CLEW A47

B-HCG LEVEL 2 CONTROL

• Lot 361163, for CLEW A47
• Lot 361169, for CLEW A47
• Lot 361171, for CLEW A47
• Lot 361178, for CLEW A47

B-HCG LEVEL 3 CONTROL

• Lot 371163, for CLEW A47
• Lot 371169, for CLEW A47
• Lot 371171, for CLEW A47
• Lot 371178, for CLEW A47

BNP Calibration Verification Set

• Lot 230258, for CLEW A47
• Lot 230354, for CLEW A47
• Lot 240060, for CLEW A47

BNP LEVEL 1 CONTROL

• Lot 041176, for CLEW A47
• Lot 041179, for CLEW A47
• Lot 041182, for CLEW A47

BNP LEVEL 2 CONTROL

• Lot 051176, for CLEW A47
• Lot 051179, for CLEW A47
• Lot 051182, for CLEW A47

BNP LEVEL 3 CONTROL

• Lot 061176, for CLEW A47
• Lot 061179, for CLEW A47
• Lot 061182, for CLEW A47

CHEM8+ CALIBRATION VERIFICATION LEVEL 1B

• Lot 181166, for CLEW A47
• Lot 181169, for CLEW A47

CK-MB Calibration Verification Set

• Lot 220257, for CLEW A47
• Lot 230055, for CLEW A47
• Lot 230132, for CLEW A47
• Lot 230282, for CLEW A47

CK-MB LEVEL 1 CONTROL

• Lot 071164, for CLEW A47
• Lot 071169, for CLEW A47
• Lot 071172, for CLEW A47
• Lot 071177, for CLEW A47

CK-MB LEVEL 2 CONTROL

• Lot 081164, for CLEW A47
• Lot 081169, for CLEW A47
• Lot 081172, for CLEW A47
• Lot 081177, for CLEW A47

CK-MB LEVEL 3 CONTROL

• Lot 091164, for CLEW A47
• Lot 091169, for CLEW A47
• Lot 091172, for CLEW A47
• Lot 091177, for CLEW A47

Ctni Calibration Verification Set

• Lot 220262, for CLEW A47
• Lot 230100, for CLEW A47
• Lot 230244, for CLEW A47
• Lot 240357, for CLEW A47
• Lot 240068, for CLEW A47

CTNI LEVEL 1 CONTROL

• Lot 011164, for CLEW A47
• Lot 011171, for CLEW A47
• Lot 011176, for CLEW A47
• Lot 011179, for CLEW A47

CTNI LEVEL 2 CONTROL

• Lot 021164, for CLEW A47
• Lot 021171, for CLEW A47
• Lot 021176, for CLEW A47
• Lot 021180, for CLEW A47

CTNI LEVEL 3 CONTROL

• Lot 031164, for CLEW A47
• Lot 031171, for CLEW A47
• Lot 031176, for CLEW A47
• Lot 031179, for CLEW A47

i-STAT CALIBRATION VERIFICATION SET

• Lot 23102, for CLEW A47
• Lot 23307, for CLEW A47
• Lot 24050, for CLEW A47

i-STAT LEVEL 1 CONTROL

• Lot 101164, for CLEW A47
• Lot 101170, for CLEW A47

i-STAT LEVEL 2 CONTROL

• Lot 111164, for CLEW A47
• Lot 111170, for CLEW A47
• Lot 111174, for CLEW A47

i-STAT LEVEL 3 CONTROL

• Lot 121164, for CLEW A47
• Lot 121170, for CLEW A47
• Lot 121174, for CLEW A47

PT LEVEL 1 CONTROL

• Lot 281162, for CLEW A47
• Lot 281167, for CLEW A47
• Lot 281168, for CLEW A47

PT LEVEL 2 CONTROL

• Lot 291162, for CLEW A47
• Lot 291167, for CLEW A47
• Lot 291168, for CLEW A47

PT plus LEVEL 1 CONTROL

• Lot 501163, for CLEW A47
• Lot 501164, for CLEW A47
• Lot 501170, for CLEW A47

PT plus LEVEL 2 CONTROL

• Lot 511163, for CLEW A47
• Lot 511165, for CLEW A47
• Lot 511170, for CLEW A47

Tricontrols Calibration Verification Set

• Lot 23067, for CLEW A47
• Lot 23226, for CLEW A47
• Lot 23335, for CLEW A47

TRICONTROLS LEVEL 1 CONTROL

• Lot 301161, for CLEW A47
• Lot 301163, for CLEW A47
• Lot 301168, for CLEW A47
• Lot 301171, for CLEW A47

TRICONTROLS LEVEL 2 CONTROL

• Lot 311161, for CLEW A47
• Lot 311163, for CLEW A47
• Lot 311168, for CLEW A47
• Lot 311171, for CLEW A47

TRICONTROLS LEVEL 3 CONTROL

• Lot 321161, for CLEW A47
• Lot 321163, for CLEW A47
• Lot 321168, for CLEW A47
• Lot 321171, for CLEW A47
• Lot 261161, for CLEW A48
• Lot 261165, for CLEW A48
• Lot 261168, for CLEW A48
• Lot 271161, for CLEW A48
• Lot 271165, for CLEW A48
• Lot 271169, for CLEW A48
• Lot 220237, for CLEW A48
• Lot 230039, for CLEW A48
• Lot 230104, for CLEW A48
• Lot 240332, for CLEW A48
• Lot 351163, for CLEW A48
• Lot 351169, for CLEW A48
• Lot 351171, for CLEW A48
• Lot 351178, for CLEW A48
• Lot 361163, for CLEW A48
• Lot 361169, for CLEW A48
• Lot 361171, for CLEW A48
• Lot 361178, for CLEW A48
• Lot 371163, for CLEW A48
• Lot 371169, for CLEW A48
• Lot 371171, for CLEW A48
• Lot 371178, for CLEW A48
• Lot 230258, for CLEW A48
• Lot 230354, for CLEW A48
• Lot 240060, for CLEW A48
• Lot 041176, for CLEW A48
• Lot 041179, for CLEW A48
• Lot 041182, for CLEW A48
• Lot 051176, for CLEW A48
• Lot 051179, for CLEW A48
• Lot 051182, for CLEW A48
• Lot 061176, for CLEW A48
• Lot 061179, for CLEW A48
• Lot 061182, for CLEW A48
• Lot 181166, for CLEW A48
• Lot 181169, for CLEW A48
• Lot 220257, for CLEW A48
• Lot 230055, for CLEW A48
• Lot 230132, for CLEW A48
• Lot 230282, for CLEW A48
• Lot 071164, for CLEW A48
• Lot 071169, for CLEW A48
• Lot 071172, for CLEW A48
• Lot 071177, for CLEW A48
• Lot 081164, for CLEW A48
• Lot 081169, for CLEW A48
• Lot 081172, for CLEW A48
• Lot 081177, for CLEW A48
• Lot 091164, for CLEW A48
• Lot 091169, for CLEW A48
• Lot 091172, for CLEW A48
• Lot 091177, for CLEW A48
• Lot 220262, for CLEW A48
• Lot 230100, for CLEW A48
• Lot 230244, for CLEW A48
• Lot 240357, for CLEW A48
• Lot 240068, for CLEW A48
• Lot 011164, for CLEW A48
• Lot 011171, for CLEW A48
• Lot 011176, for CLEW A48
• Lot 011179, for CLEW A48
• Lot 021164, for CLEW A48
• Lot 021171, for CLEW A48
• Lot 021176, for CLEW A48
• Lot 021180, for CLEW A48
• Lot 031164, for CLEW A48
• Lot 031171, for CLEW A48
• Lot 031176, for CLEW A48
• Lot 031179, for CLEW A48
• Lot 23102, for CLEW A48
• Lot 23307, for CLEW A48
• Lot 24050, for CLEW A48
• Lot 101164, for CLEW A48
• Lot 101170, for CLEW A48
• Lot 111164, for CLEW A48
• Lot 111170, for CLEW A48
• Lot 111174, for CLEW A48
• Lot 121164, for CLEW A48
• Lot 121170, for CLEW A48
• Lot 121174, for CLEW A48
• Lot 281162, for CLEW A48
• Lot 281167, for CLEW A48
• Lot 281168, for CLEW A48
• Lot 291162, for CLEW A48
• Lot 291167, for CLEW A48
• Lot 291168, for CLEW A48
• Lot 501163, for CLEW A48
• Lot 501164, for CLEW A48
• Lot 501170, for CLEW A48
• Lot 511163, for CLEW A48
• Lot 511165, for CLEW A48
• Lot 511170, for CLEW A48
• Lot 23067, for CLEW A48
• Lot 23226, for CLEW A48
• Lot 23335, for CLEW A48
• Lot 301161, for CLEW A48
• Lot 301163, for CLEW A48
• Lot 301168, for CLEW A48
• Lot 301171, for CLEW A48
• Lot 311161, for CLEW A48
• Lot 311163, for CLEW A48
• Lot 311168, for CLEW A48
• Lot 311171, for CLEW A48
• Lot 321161, for CLEW A48
• Lot 321163, for CLEW A48
• Lot 321168, for CLEW A48
• Lot 321171, for CLEW A48

CLEW A47 EXPIRES 19 JUNE 2024

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JS Tutorial

Js versions, js functions, js html dom, js browser bom, js web apis, js vs jquery, js graphics, js examples, js references, javascript assignment, javascript assignment operators.

Assignment operators assign values to JavaScript variables.

Shift Assignment Operators

Bitwise assignment operators, logical assignment operators, the = operator.

The Simple Assignment Operator assigns a value to a variable.

Simple Assignment Examples

The += operator.

The Addition Assignment Operator adds a value to a variable.

Addition Assignment Examples

The -= operator.

The Subtraction Assignment Operator subtracts a value from a variable.

Subtraction Assignment Example

The *= operator.

The Multiplication Assignment Operator multiplies a variable.

Multiplication Assignment Example

The **= operator.

The Exponentiation Assignment Operator raises a variable to the power of the operand.

Exponentiation Assignment Example

The /= operator.

The Division Assignment Operator divides a variable.

Division Assignment Example

The %= operator.

The Remainder Assignment Operator assigns a remainder to a variable.

Remainder Assignment Example

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The <<= Operator

The Left Shift Assignment Operator left shifts a variable.

Left Shift Assignment Example

The >>= operator.

The Right Shift Assignment Operator right shifts a variable (signed).

Right Shift Assignment Example

The >>>= operator.

The Unsigned Right Shift Assignment Operator right shifts a variable (unsigned).

Unsigned Right Shift Assignment Example

The &= operator.

The Bitwise AND Assignment Operator does a bitwise AND operation on two operands and assigns the result to the the variable.

Bitwise AND Assignment Example

The |= operator.

The Bitwise OR Assignment Operator does a bitwise OR operation on two operands and assigns the result to the variable.

Bitwise OR Assignment Example

The ^= operator.

The Bitwise XOR Assignment Operator does a bitwise XOR operation on two operands and assigns the result to the variable.

Bitwise XOR Assignment Example

The &&= operator.

The Logical AND assignment operator is used between two values.

If the first value is true, the second value is assigned.

Logical AND Assignment Example

The &&= operator is an ES2020 feature .

The ||= Operator

The Logical OR assignment operator is used between two values.

If the first value is false, the second value is assigned.

Logical OR Assignment Example

The ||= operator is an ES2020 feature .

The ??= Operator

The Nullish coalescing assignment operator is used between two values.

If the first value is undefined or null, the second value is assigned.

Nullish Coalescing Assignment Example

The ??= operator is an ES2020 feature .

Test Yourself With Exercises

Use the correct assignment operator that will result in x being 15 (same as x = x + y ).

Start the Exercise

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Top Tutorials

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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cppreference.com

Assignment operators.

Assignment operators modify the value of the object.

[ edit ] Definitions

Copy assignment replaces the contents of the object a with a copy of the contents of b ( b is not modified). For class types, this is performed in a special member function, described in copy assignment operator .

For non-class types, copy and move assignment are indistinguishable and are referred to as direct assignment .

Compound assignment replace the contents of the object a with the result of a binary operation between the previous value of a and the value of b .

[ edit ] Assignment operator syntax

The assignment expressions have the form

• ↑ target-expr must have higher precedence than an assignment expression.
• ↑ new-value cannot be a comma expression, because its precedence is lower.

[ edit ] Built-in simple assignment operator

For the built-in simple assignment, the object referred to by target-expr is modified by replacing its value with the result of new-value . target-expr must be a modifiable lvalue.

The result of a built-in simple assignment is an lvalue of the type of target-expr , referring to target-expr . If target-expr is a bit-field , the result is also a bit-field.

[ edit ] Assignment from an expression

If new-value is an expression, it is implicitly converted to the cv-unqualified type of target-expr . When target-expr is a bit-field that cannot represent the value of the expression, the resulting value of the bit-field is implementation-defined.

If target-expr and new-value identify overlapping objects, the behavior is undefined (unless the overlap is exact and the type is the same).

In overload resolution against user-defined operators , for every type T , the following function signatures participate in overload resolution:

For every enumeration or pointer to member type T , optionally volatile-qualified, the following function signature participates in overload resolution:

For every pair A1 and A2 , where A1 is an arithmetic type (optionally volatile-qualified) and A2 is a promoted arithmetic type, the following function signature participates in overload resolution:

[ edit ] Built-in compound assignment operator

The behavior of every built-in compound-assignment expression target-expr   op   =   new-value is exactly the same as the behavior of the expression target-expr   =   target-expr   op   new-value , except that target-expr is evaluated only once.

The requirements on target-expr and new-value of built-in simple assignment operators also apply. Furthermore:

• For + = and - = , the type of target-expr must be an arithmetic type or a pointer to a (possibly cv-qualified) completely-defined object type .
• For all other compound assignment operators, the type of target-expr must be an arithmetic type.

In overload resolution against user-defined operators , for every pair A1 and A2 , where A1 is an arithmetic type (optionally volatile-qualified) and A2 is a promoted arithmetic type, the following function signatures participate in overload resolution:

For every pair I1 and I2 , where I1 is an integral type (optionally volatile-qualified) and I2 is a promoted integral type, the following function signatures participate in overload resolution:

For every optionally cv-qualified object type T , the following function signatures participate in overload resolution:

[ edit ] Example

Possible output:

[ edit ] Defect reports

The following behavior-changing defect reports were applied retroactively to previously published C++ standards.

[ edit ] See also

Operator precedence

Operator overloading

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How to Teach Value

HOW TO TEACH VALUE

If you’re looking for an easy approach to teaching kids art, there’s no better system than using the elements and principles of art.

This is the sixth tutorial in our Series  CONNECTING WITH THE ELEMENTS – How to teach the Elements & Principles of Art. This week I’m talking VALUE.

What is Value and why is it important?

Value is the lightness or darkness in a color. When you add white to a color, like red, you’ll get a TINT. The pink that children make when white is added to red is purely magical.

When you add black to a color, it is called a SHADE. When children mix a bit of black to red, a deep burgundy will appear. This paint mixing is purely magical and intense with learning opportunities.

There is no easier way to show children the fun of mixing black and white than by creating this simple cat project.

Watch Patty’s Facebook Live Tutorial below, or click HERE to view on the Deep Space Sparkle Facebook Page.

* This video is also available to you if you’re a Sparkler in the Sparkler’s Club, located in the Value EPIC Curriculum Bundle .

Here’s what you’ll need:

• 12″ x 18″ white sulphite or all-purpose drawing paper
• Black, white and/or gold oil pastel or crayon
• Small amount of liquid tempera paint (craft acrylic paint works fine)
• Small amount of white liquid tempera paint
• Optional; Orange and yellow painted paper or colored paper.
• Optional: Metallic tempera paints

Start by downloading the VALUE CAT handout below. It contains a simple cat drawing guide. Use either a directed drawing or allow children top create their own cat.

If you have small children (younger than 7), consider using a pint size food container lid to trace the cat’s head near the top corner of the paper.

Drawing the Cat

• Trace circle top for head.
• Add a cat’s face (no whiskers yet)
• Add triangles for ears
• Starting at the right side of the head, draw a slightly curved line to the other edge of the paper and curve down to almost the bottom.
• Draw a straight horizontal line all the way to the other side of the paper (trust me, here)
• Go back to head and draw one line towards the bottom of the paper, joining with the straight horizontal line.
• Now, add the leg definition by drawing two upside down letter “U’s”.
• Add a long tail in whatever space you have available.

We kept the drawing super simple and large. I wanted the kids to have plenty of space to add their paint later on.

Using the black oil pastel, divide the cat drawing into shapes using lines, shapes and patterns.

Value Painting (+ a little gold)

To create grey scale, place some black and white liquid tempera paint in a muffin-style tray. Kids can mixed bits of white with black to create varying shades of gray. If you are anything like me, you might need a little glam. If this is the case, throw in some gold metallic paint and allow the kids to add it where they want.

When dry, cut out cat and glue onto black 12″ x 18″ paper. Using gold, white and black oil pastels, trace over all the lines you want to highlight. This is the time to add whiskers.

Painted Paper Flowers

Using painted paper scraps, add colorful flower details to glue on and around the cat. Don’t forget the leaves.

Here’s another post that duplicates the same instructions but has a different outcome.

WANT THE DOWNLOAD?

To watch previous art tutorials and download the worksheets, click the links below:

Line & Pattern Art Tutorial & Worksheet

Shape Art Tutorial & Worksheet

Color Art Tutorial & Worksheet

Contrast & Emphasis Art Tutorial & Worksheet

Movement & Rhythm Art Tutorial & Worksheet

ARE YOU A SPARKLER?

Head over to the private Sparklers’ Club website and click on EPIC Curriculum. You can watch the edited Art Tutorial Videos and download all of the lessons and resources to support the Contrast & Emphasis Bundle.

What do you think? Cancel reply

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Hi Patty! I wonder if you could have some more podcasts on trouble children. As an artist who teaches art workshops to kids, I have experienced kids that are just not that into it. Also I would love to hear more on people like me who are artists, not teachers, who teach. I thoroughly enjoyed Britt Curley and would love to hear more from her. Thank you!

I have lots ….and you are a teacher…so there are many like you: Here are some: https://www.deepspacesparkle.com/art-made-easy-009-from-art-educator-to-art-entrepreneur/ https://www.deepspacesparkle.com/art-made-easy-014-how-to-draw-with-kids-create-a-rockin-youtube-show/ https://www.deepspacesparkle.com/sparkler-spotlight-small-studio-advice-ame-040/ https://www.deepspacesparkle.com/success-secrets-of-a-process-based-art-studio-art-made-easy-039/

A lesson great for many ages!

Just wondering if when teaching value, do you have to use black? For example, could we do the cat in red and then have parts of it red and parts of it tinted pink? Is that still teaching value?!! (Hope I’m using the terminology correctly!!!)

Yes! Value is actually taking a hue (color) and adding black OR white. Adding black is called a SHADE. Adding white is called TINT. What you are describing is creating a tint…which is teaching value 🙂

I just wanted to know how to draw not how to draw a cat. Follow me on tiktok @mariamstar1 and instagram @mariamstar1_

Hi!!! very interesting website!!! really like your approach and all the projects are great!

i love this

this is helpfull

Looks great

Not sure where the ‘how to’ is with the download of ‘value pattern cat’.

I’d like to use this lesson for value.

In stores 8/21

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Assignment (=)

The assignment ( = ) operator is used to assign a value to a variable or property. The assignment expression itself has a value, which is the assigned value. This allows multiple assignments to be chained in order to assign a single value to multiple variables.

A valid assignment target, including an identifier or a property accessor . It can also be a destructuring assignment pattern .

An expression specifying the value to be assigned to x .

Return value

The value of y .

Thrown in strict mode if assigning to an identifier that is not declared in the scope.

Thrown in strict mode if assigning to a property that is not modifiable .

Description

The assignment operator is completely different from the equals ( = ) sign used as syntactic separators in other locations, which include:

• Initializers of var , let , and const declarations
• Default values of destructuring
• Default parameters
• Initializers of class fields

All these places accept an assignment expression on the right-hand side of the = , so if you have multiple equals signs chained together:

This is equivalent to:

Which means y must be a pre-existing variable, and x is a newly declared const variable. y is assigned the value 5 , and x is initialized with the value of the y = 5 expression, which is also 5 . If y is not a pre-existing variable, a global variable y is implicitly created in non-strict mode , or a ReferenceError is thrown in strict mode. To declare two variables within the same declaration, use:

Simple assignment and chaining

Value of assignment expressions.

The assignment expression itself evaluates to the value of the right-hand side, so you can log the value and assign to a variable at the same time.

Unqualified identifier assignment

The global object sits at the top of the scope chain. When attempting to resolve a name to a value, the scope chain is searched. This means that properties on the global object are conveniently visible from every scope, without having to qualify the names with globalThis. or window. or global. .

Because the global object has a String property ( Object.hasOwn(globalThis, "String") ), you can use the following code:

So the global object will ultimately be searched for unqualified identifiers. You don't have to type globalThis.String ; you can just type the unqualified String . To make this feature more conceptually consistent, assignment to unqualified identifiers will assume you want to create a property with that name on the global object (with globalThis. omitted), if there is no variable of the same name declared in the scope chain.

In strict mode , assignment to an unqualified identifier in strict mode will result in a ReferenceError , to avoid the accidental creation of properties on the global object.

Note that the implication of the above is that, contrary to popular misinformation, JavaScript does not have implicit or undeclared variables. It just conflates the global object with the global scope and allows omitting the global object qualifier during property creation.

Assignment with destructuring

The left-hand side of can also be an assignment pattern. This allows assigning to multiple variables at once.

For more information, see Destructuring assignment .

Specifications

Browser compatibility.

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

• Assignment operators in the JS guide
• Destructuring assignment

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Assignment Operators in Programming

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Assignment operators in programming are symbols used to assign values to variables. They offer shorthand notations for performing arithmetic operations and updating variable values in a single step. These operators are fundamental in most programming languages and help streamline code while improving readability.

Table of Content

What are Assignment Operators?

• Types of Assignment Operators
• Assignment Operators in C++
• Assignment Operators in Java
• Assignment Operators in C#
• Assignment Operators in Javascript
• Application of Assignment Operators

Assignment operators are used in programming to  assign values  to variables. We use an assignment operator to store and update data within a program. They enable programmers to store data in variables and manipulate that data. The most common assignment operator is the equals sign ( = ), which assigns the value on the right side of the operator to the variable on the left side.

Types of Assignment Operators:

• Simple Assignment Operator ( = )
• Addition Assignment Operator ( += )
• Subtraction Assignment Operator ( -= )
• Multiplication Assignment Operator ( *= )
• Division Assignment Operator ( /= )
• Modulus Assignment Operator ( %= )

Below is a table summarizing common assignment operators along with their symbols, description, and examples:

Assignment Operators in C:

Here are the implementation of Assignment Operator in C language:

Assignment Operators in C++:

Here are the implementation of Assignment Operator in C++ language:

Assignment Operators in Java:

Here are the implementation of Assignment Operator in java language:

Assignment Operators in Python:

Here are the implementation of Assignment Operator in python language:

Assignment Operators in C#:

Here are the implementation of Assignment Operator in C# language:

Assignment Operators in Javascript:

Here are the implementation of Assignment Operator in javascript language:

Application of Assignment Operators:

• Variable Initialization : Setting initial values to variables during declaration.
• Mathematical Operations : Combining arithmetic operations with assignment to update variable values.
• Loop Control : Updating loop variables to control loop iterations.
• Conditional Statements : Assigning different values based on conditions in conditional statements.
• Function Return Values : Storing the return values of functions in variables.
• Data Manipulation : Assigning values received from user input or retrieved from databases to variables.

Conclusion:

In conclusion, assignment operators in programming are essential tools for assigning values to variables and performing operations in a concise and efficient manner. They allow programmers to manipulate data and control the flow of their programs effectively. Understanding and using assignment operators correctly is fundamental to writing clear, efficient, and maintainable code in various programming languages.

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GET Assignment Spread

POST /ws/rest/service/v2/activity/sheets/assignments/spread/download/initiate

Gets the spread data associated with Activities Assignments in the shell. It returns the job ID for creating the spread file.

Request Format

{hosturl}/ws/rest/service/v2/activity/sheets/assignments/spread/download/initiate

"options":{}

Mandatory Fields

The following parameters can be included in the request:

Response Format

A JSON object is returned in the following format.

"data": [],

"message": [],

"status": <REST status code value>,

A successful response displays a status code 200.

A failed response displays a message with a status code.

Sample Request

This is a request to get the assignment spread for project P-0056.

"options":{

"project_number" :"P-0056"

"sourceProjectId" :"P-0056",

"source":"Primavera Cloud",

"projectType": "Current",

"sheetType":"System"

Sample Success Response

This is the response for getting a successful assignment spread.

"data": {"jobId": 1688383768969 },

"message": ["Job for spread data created successfully." ],

"status": 202,

"rest_audit_id": 12676

Sample Failed Request

This request does not include a projectType value in the payload.

"projectType": ""

Sample Failed Response

"message": [

"message": "The API request contains empty value for: [projectType].",

"status": 12144

"status": 3000,

"rest_audit_id": 14302

Validation Use-Cases and Error Codes

Activities and Assignments

Create, Update, and Remove Assignments

Create or Update Assignment Spreads

Get Spread Job Status

Create or Update Activity Spreads

GET Activity Spread

Last Published 4/24/2024

Last Published Wednesday, April 24, 2024

Should you give job applicants an assignment during the interview process? Be thoughtful about the ask

Hiring is a time-consuming and expensive endeavor. Companies need candidates who offer the right skills and experience for a given role, and who align with their organization’s vision and mission.

To find the best fit, many companies still lean on a strategy that continues to generate debate : the assignment. Some candidates believe their experience and interviews should give prospective employers enough information to determine whether they will fit the role. Employers have to ask themselves whether they are willing to turn off a strong candidate by asking them to do additional work.

Is the assignment valuable enough to the evaluation process that they cannot move someone forward without it? Sometimes it is—sometimes they help an employer decide between two strong candidates. And if they are necessary, how can employers make assignments fair and equitable for the candidate or candidates?

When done right, assignments help assess practical skills and problem-solving abilities, giving a clearer picture of a candidate beyond what their resume or interview reveals. But employers should be thoughtful about the ask. While it may make sense for roles that require specific technical expertise or creative thinking, it isn’t appropriate for all roles—so assignments should always be given with a clear reason for why they are needed.

Plus, they don’t just benefit the employer. For job seekers, an assignment during the interview process might also help them stand out from the competition. It can also offer a window into what their day-to-day in the new role might entail. Remember that the candidate should be interviewing the company, too. Having a test run of the work they’d be asked to do is a great way to see whether they believe the role is a fit.

However, there is a rift in how people perceive the assignment as part of the interview process. Workers today span many generations, each with unique values and expectations. Whereas older workers often prioritize stability and loyalty, younger millennials and Gen Zers are more focused on flexibility and work well-being, Indeed data shows .

This mindset impacts the amount of time and energy a candidate is willing to devote to each application. After multiple rounds of interviews and prep, taking on an in-depth assignment may feel like a bridge too far—especially if the expectations for the assignment are not clearly communicated ahead of time.

Some candidates are wary of providing free labor to a company that may use their work and not hire them. Hiring managers should be clear about how the work will be used. They may also consider offering compensation if the assignment requires more than a couple hours of someone’s time, or if they plan to use the work without hiring the candidate.

The key for early career candidates in particular is to ensure their time and efforts are respected. This is a win-win for employers: By providing clarity and transparency, they not only elicit the additional information they want from candidates, but they demonstrate that the organization is transparent and fair.

Equity is also imperative: Which candidates are being asked to complete assignments? Is the hiring team consistent in giving out assignments across ages, experience levels, and roles? There should always be a process and clear evaluation criteria in place to ensure fairness.

As we adapt to the rapidly evolving world of work, we must continue to think critically about each step in the hiring process. Candidate assignments can be a valuable tool, but only with appropriate respect for job seekers’ time and contributions.

With the right strategy, we can bridge the gap between generations in the workplace and build a hiring culture that values efficiency, talent, and integrity.

Eoin Driver is the global vice president of talent at Indeed.

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[SOLVED] Metamethods for when you index any value not just nil values (like with __index)

** this post was originally a feature request but it has been solved **

It would be nice to have a metamethod to detect if a table is indexed AT ALL, not just if the value of the index was nil, would be pretty useful in some cases. I have to utilize extremely hacky workarounds to detect if a table was indexed regardless of it’s potential value.

Same goes for __newIndex

(let met also add that the metamethods wouldn’t necessarily have to override assignments/lookups, just detect them)

The hacky workaround in question:

I’m basically creating a mock table that is nil for all values, so the __index and __newindex metamethods will always fire for lookups and assignments on that table.

This workaround isn’t fun because the normal table that has a metatable applied is now is not normal . For example, if you print the example table i used, it will be empty {} and not show the values that its supposed to have. Same goes for iterating it. You will have to use this table in a fundamentally different way.

A metamethod like __indexraw and __newindexraw would be nice. or (__indexdetected and __newindexdetected) (idk I’m not good at naming methods)

if anyone else has metamethod ideas you should put them below!! Its about time roblox gets some new metamethods, I’m sure there are plenty that would be useful.

good idea, but you should delete this before the nerd mfers start sliding through and jump you for using the wrong category

__tostring already exists.

This would require changing the indexing system fundamentally. What Lua does right now when you index a table, is to look through the table that you’re indexing, check if the value within the given index exists, and if it does, return it, if it doesn’t, call __index .

And this makes sense, tables are meant to be this way. Lua shouldn’t have to call two metamethods each time it indexes a table or a single metamethod that gets called when the table gets indexed all the time. That would ruin the performance, and ruin how indexing works at the backend. Lua would first have to make sure that metamethod doesn’t exist if it ever wants to index a table, and then do the indexing.

This can potentially break a ton of systems.

Also, if you wish to create a proxy, use userdata objects with the newproxy() function. If you want to fully have control over indexing, they provide you with the most power. Every single metamethod is available for userdata . (except for __gc ) And __index gets called no matter how you index it.

You’re right my bad. Didn’t see that one.

Sorry, but I don’t understand your point here, I might be misunderstanding. It would only have to call the newly proposed metamethod when it is actually in the metatable ( like all other metamethods ). It wouldn’t override indexing just detect it.

some theoretical C/C++ psuedocode but in lua for simplicity

Thanks for mentioning this I had no idea this existed.

What I’m trying to say here is that your metamethod is unnecessary and decreases performance. How Lua handles the indexing is that it first tries to index the table normally, then it calls the metamethod, if the index exists, this doesn’t create any issues even if there’s no metatable attached, it behaves the same. Think of it like this:

• Table indexed
• Does the table contain the index? – Yes? Return the value. – No? Call the __index .

Now, even if the table doesn’t have the __index metamethod, the behavior will stay the same. It will cause no issues. And if you try to add the __index metamethod, it will still behave the same, with no issues. Why? Because it’s not doing a logic check constantly. It only does a logic check when the index is finally not found within the table, which causes the __index to be run if it exists.

In your system, that logic check will run every single time a table has been indexed, regardless if the table is a metatable, or contains the __index metamethod. This decreases the performance. Maybe not on small-scale applications, but on a big scale, it changes a lot. It’s completely unnecessary to do this logic check when alternative options already exist. And mostly, your metamethod wouldn’t even get used a lot, since, proxy tables aren’t a big necessity in an average developer’s life.

This sounds like the XY Problem . What are you actually trying to do accomplish with this?

I’m proposing 2 new metamethods, please make sure to read the post next time.

First of all, tables with no metamethods are VERY often indexed with the value being nil, with no impact on performance. This means in your theoretical scenario, (theoretical because what you describe is probably not how it works internally), the step 2 in that you listed in the case of the lookup being nil is ran very often unnecessarily, because most tables don’t even have metatables. Would this not meet your definition of “decreasing performance”?

Second of all, the system internally could function like this with no realistic hit to performance

• call proposed index metamethod i described in the post.
• Does the table contain the index?
• Yes? Return the value.
• No? Call the __index.
• No? index table like normal.

this probably isn’t even how it works internally and it is most likely the case that entirely different indexing functions are called depending on if the table has a metatable or not.

From: luau/VM/src/lvmutils.cpp at master · luau-lang/luau · GitHub

It’s not my system I have to make it clear, it’s the current Luau’s system. And it’s the best solution, currently. And the problem is dude, as you can see in the above code, when the index is nil, it throws an error, and the execution is halted. No additional logic checks happened. In yours? The logic check needs to always happen, regardless of if there’s even a metatable attached.

Your system contains 6 logic checks while the above only contains 3.

But why do you want two new metamethods? What makes calling another function every time you get something not an option?

If you call a function every time you index something or do something with tables then there’s no point to metatables to begin with.

In other words, the point of metamethods is so you dont have to call a function every time you do something special with a table. aka just syntax sugar

It isn’t about that in this case. This person wants two new completely unnecessary metamethods to fit their needs when there are alternative solutions that can very well benefit them.

I’m going to be honest, I dont use C++ or C so I don’t understand the code you posted, but I’m going to take your word for it that there would be an impact on performance.

But, I will also say that couldn’t you theoretically separate indexing functions for tables with and tables without metatables? That way theres no performance difference for normal tables (90% of all tables) and theres only a very minor difference for tables with a metatable.

Some parts of your suggestions would make sense if Lua didn’t already have userdata already. If you can learn C++ one day and inspect the code above I posted, it already uses a system like that for userdata and normal tables.

In that case, could you describe a use of userdata that works just like the workaround i gave? if you can I will delete the post. Userdata has 0 useful documentation so I’m not sure how to use it. Does it work like a normal table?

What I WANT, is a table that works like normal but also signals when something is indexed or assigned. I’m not sure if userdata can match that.

It’s essentially like your proxy system. But it’s protected from rawget() and rawset() and additionally allows you to access more metamethods.

Now this is technically the same as your proxy system, but it is more secure, and provides you more control over what you want to do with the userdata object. For example, in your proxy system, someone could use the rawset() function towards your proxy table and set a value inside it, causing the __index to never run.

Here’s a post that explains them well: Userdatas, how to use them

I did read your post. You never explained why this would be useful.

A metamethod to detect if a table is indexed AT ALL, not just if the value of the index was nil, would be pretty useful in some cases.

You’re suggesting these metamethods as a solution to to your problem instead of explaining your actual problem.

This is extremely helpful, thank you for showing me this

I’ll leave this post up just for future people who are curious on the same thing

you’re right my bad

But in a nutshell it would be useful for making even more sugary syntax sugar. I’m not going to go in to the specifics of what I’m doing but you can get an idea just from the way metamethods are used in general.

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Setting SMART Goals

• lifestyle balance
• In this Tool

Crafting Your Path: The Art of SMART Goal Setting in Recovery

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Recovery is a journey of personal transformation, requiring clarity, vision, and a plan of action. It's about more than just breaking free from addictive behaviors; it's about creating a life of fulfillment, purpose, and wellness. In this journey, setting precise and well-thought-out goals is crucial. SMART Recovery's Goal Setting tool is here to guide that process. Though "SMART" in SMART Recovery stands for "Self-Management and Recovery Training," the SMART in SMART Goal Setting represents a distinct, yet complementary, set of principles.

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The path to recovery is seldom straight, often filled with twists, turns, and unexpected detours. However, with SMART goals, you have a reliable compass to guide your way. These aren't arbitrary destinations but carefully crafted guideposts, each one reflecting your courage to envision a brighter future. Remember, while SMART Recovery empowers you with tools and community support, SMART goals illuminate your personal path to healing and self-discovery.

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Related tools, lifestyle balance pie.

The lifestyle balance pie helps us to visually map out which areas of life are important to us and which areas need greater attention.

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In the throes of addiction, it's not uncommon for individuals to feel disconnected from what truly matters most to them. Activities, relationships, and principles that once held significant importance might have taken a back seat to the pursuit of addictive behaviors. SMART Recovery's Hierarchy of Values (HOV) tool is designed to bridge this gap, helping you reconnect with your authentic self and realign your daily actions with your deepest values.

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Tool Overview

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Example Scenario

The ABC Model is a good way of understanding how we can help change our feelings and behaviour by challenging our thinking. 

When to Use This Tool

The ABC Model is a good way of understanding how we can help change our feelings and behaviour by challenging our thinking. It helps us uncover beliefs that are not helping us /contributing to the behaviour we are trying to change.

This exercise may be done in the group setting but can also be very useful for participants to look at between meetings. 

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When working with urges: To analyze a lapse/relapse or to develop coping statements for an anticipated lapse/relapse.  In the event of a lapse, the question to ask is not “What made me do that”, but rather, “How did I talk myself into it?” It is not the urge (A) that causes the lapse (C). It is our beliefs (B); our irrational self-talk.

With emotional upset:  The ABC Model can also be used to work with emotional upset or frustrations that may occur at any point in the recovery journey. The ABCs allow us to discover our unhelpful beliefs which contribute to emotional upsets. Disputing helps us eliminate our irrational thinking so we can both feel better and do better. In SMART Recovery we teach that we feel the way we think; it’s not unpleasant events that disturb us, it’s the way we think of them. By changing our thinking, we change how we feel. 

Identifying and Disputing Unhelpful Thinking. Disputing is a process of challenging the way we think about situations. It’s about trying to look at thoughts more accurately. Disputing unhelpful thinking can help us make more informed decisions about thoughts instead of just acting on them.  Balanced thinking leads to effective new beliefs.

Example Scenario 1

Example Scenario 2

Example Scenario 3

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