what is number assignment

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 he or she 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 her 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, he or she still has 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 she already knows 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 she or he expects.

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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Define BP Groupings and Assign Number Ranges in S4 Hana

Define business partner groupings in sap s4hana.

Standard SAP S4 Hana system delivery various BP grouping for

After maintaining business partners number range intervals, the next step is defining BP groups and assigning number ranges .

You can define groups and Assign business partner number ranges by using the following navigation method.

• SAP IMG Menu Path : SAP Customizing Implementation Guide -> Cross Application Components -> SAP Business Partners -> Business Partner -> Basic Settings -> Number Ranges and Grouping -> Define Groups and Assign Number ranges .

In this Business Partners configuration guide, you are going to maintain

• BPG1 with Internal Number Assignment – BP
• BPG2 With External Number Assignment – AB

How to Define Grouping and Assign Number Ranges in SAP S4 Hana

Refer to the below step-by-step procedure to maintain groups for business partners and assign the number range intervals.

Step 1: Execute t-code “ SPRO ” in the command field

Step 2: Click on “ SAP Reference IMG ”

Step 3: Refer to the IMG menu path and execute IMG activity “ Define Groups and Assign Number Ranges ”

Step 4: In the next screen “Change View BP Grouping”: overview, click on the new entries button to define BP grouping and assign the number range intervals.

Step 5: On New entries of the BP grouping screen, update the following details.

• Grouping : Enter a new key that defines Grouping in the SAP S4 Hana system
• Short name: Enter the short name of Grouping
• Description: Update the complete description of BP Grouping
• Number Range: Update the number range interval to assign the BP number range interval to BP grouping. After the assignment of BP number range intervals, press enters to continue.
• External: This will automatically check the option for external number range assignment.

After defining the BP grouping and assignment of BP number range intervals, click on the save icon and save the details.

So in this scenario, we have defined BP groupings BPG1 and BPG2 and assigned internal number range interval for BPG1 grouping and External number range interval for BPG2 grouping.

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Understanding Writing Assignments

Welcome to the Purdue OWL

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How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

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ERProof » SAP PP (Production Planning) » SAP PP Training » SAP Number Ranges

SAP Number Ranges

In SAP, there are many objects defined for each module. As an example, if we take the production and planning module , plan orders and production orders are key objects. In Plant Maintenance , equipment , notifications , maintenance plans are some of the objects. If we take the Material Management module, material master, purchase orders are some of the key objects. From the sales side , sales orders and sold to party are some examples with number range object assignments. These objects are uniquely identified using a number.

This number is selected from an SAP number range . We define number ranges for each object and a unique number from this number range will be assigned for the object. When transactions are carried out in SAP for each of these objects, system allocates a number for the data.

Types of SAP Number Ranges

There are two types of number ranges :

• Internal SAP number ranges – In internal number ranges, system selects the next available number from the number range allocated for the object automatically. For objects such as production orders, purchase orders we use these type of number ranges.
• External SAP number ranges – When external number ranges are used, the person who is creating the object must enter the number. The number which is entered must be within the number range allocated for the object. System will popup a message if the number given is invalid. For objects such as equipment, material numbers, we use external number ranges usually. Deciding whether to use internal or external number range solely depends on the business requirements and the practicality of using it.

SAP Number Range Maintenance

We will use the production order number ranges as an example for the balance of the document. To create production order related number ranger, follow the below SPRO path or directly call the transaction CO82 .

SAP IMG -> Production -> Shopfloor Control -> Master Data -> Order -> Define number ranges for orders

When we go into this screen, we can see the number range object which is relevant for production orders. It is AUFTRAG . Number range is always bound to the number range object. In this screen we have three options.

• Display Intervals
• Edit Intervals
• Set NR Status

By selecting the “Display intervals” option we can see all the number ranges which are created under the AUFTRAG object. All the number ranges defined here can be assigned against different production order types which we have defined.

From the “Edit intervals” option we can edit the number ranges which are already defined. If the number range is already in use, it is not possible to edit because it will lead into inconsistencies. The third option is to “Set NR status”. This field represents the last number which has been assigned from the number range. After defining the number range, we can set the NR status manually. When this is set, the system will start assigning the numbers starting from the number that is maintained under the number range status. Maintaining this is not mandatory. It depends on the business requirements.

How to Create SAP Number Range

To create a new number range, click on Goto -> Groups -> Change . This will direct to a new screen where all the number range groups defined are listed with the order types assigned for each group. On the top we can see the unassigned order types.

SAP Number Range Group

To create a new number range group, click on the “Create group” button. This will open a screen where you need to enter the group name and the number range that needs to be linked to the group. Number range consists of from number and to number. Range should be given in a manner where inconsistencies are not generated. Once the range is given, we can save the number range group. If the number range is external, then there is a checkbox with the label “External”. When this is selected, the number range will be considered as an external number range. As explained earlier, if the number range is external system will not assign the number automatically. It must be given by the user.

Once we save the group, next we can assign the order types to the group. For this we need to click on the “assign elements to group” button. After assigning the element to the group we can save the element. After doing this we can create a production order and check if the correct number is assigned from the number range group.

Transaction SNRO for SAP Number Ranges

Transaction SNRO can be used to maintain SAP number range objects. Advantage of this transaction is that we can maintain number ranges against any element irrespective of the module that element belongs to. When we execute SNRO , we can see a field to enter the object name. As discussed earlier, if we know the object name, we can directly input it here. If we enter AUFTRAG , we can see all the production order related number ranges defined.

Custom Number Ranges

In addition to this, we can also define a custom number range object. Custom number range objects are mainly used for customizations done in SAP. This reduces the complexity of assigning numbers in the customized programs.

To create a custom number range object, give the object name and click on the “Create” button. This will open a screen where you need to enter the object name and the length. We can enter a buffer value also. Sometimes we see that certain numbers in the number range are skipped. This is due to the buffer value maintained in the number range.

We can also give a warning percentage. The objective of this is that, when the number range is nearing its exhausting point, system will check the available numbers quantity with the waring percentage. If the available numbers quantity falls below the percentage, system will issue a waring message. This early warning method is useful specially for number ranges linked with material requirement planning.

We have discussed the objective of maintaining number ranges and how to use the number ranges in production orders. This concludes the article on SAP number ranges.

Did you like this tutorial? Have any questions or comments? We would love to hear your feedback in the comments section below. It’d be a big help for us, and hopefully, it’s something we can address for you in the improvement of our free SAP PP tutorials.

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2 thoughts on “SAP Number Ranges”

Very Good content. You should share screenshot also to make more undestandable.

Thank your valuable post it’s very useful

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Document Number Assignment in SAP System

In the SAP System, every document is assigned a number that identifies it uniquely within a fiscal year and company code.

There are two types of number assignment:

External (by the user)- Need Auto generated Number confirmed by VR.

The accounting clerk enters the number of the original document during document entry. A prerequisite is that the document numbers are unique. The system checks whether the number entered already exists and prevents users from assigning the same number twice. Numbers assigned to documents that have been archived however, can be reused.

Internal (by the system)     

The system automatically assigns a sequential number.You use a number range to define how the document number is assigned. Each document type has a specific number range from which the document number is selected.

Internal number assignments would be assigned to all document types as per best practice.  As company requirements yearly intervals will be created.

Also See:  SAP Down Payment Process an Overview

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What is an ISBN? What is the purpose of an ISBN? What is the format of the ISBN? Does the ISBN have any meaning imbedded in the numbers? Why do some ISBNs end in an "X"? Who can assign ISBNs to a publisher? Who is eligible for an ISBN? How long does it take to get an ISBN? How much does it cost to get an ISBN? What do I do when I receive the ISBN and where is it printed? How & where do I register my ISBN? Can a publisher have both an ISBN & ISSN? How can I find an assigned ISBN? How are ISBNs used in a Bar Code & how do I obtain one? How do I select the correct amount of ISBNs? What is the format of the new ISBN-13? Does the ISBN-13 have any meaning embedded in the numbers? Where does an ISBN get placed on a book? What is the difference between a bar code and an ISBN? Does it matter where a book is printed? If a publisher is selling their books on their own and are not trying to place them in stores or libraries or with wholesalers, is an ISBN required? Do ISBNs have to be assigned to books that are not being sold? Are different ISBNs used if a book appears in different languages? Are custom publications assigned ISBNs?

What is an ISBN? The International Standard Book Number (ISBN) is a 13-digit number that uniquely identifies books and book-like products published internationally.

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What is the purpose of an ISBN? The purpose of the ISBN is to establish and identify one title or edition of a title from one specific publisher and is unique to that edition, allowing for more efficient marketing of products by booksellers, libraries, universities, wholesalers and distributors.

What is the format of the ISBN? Every ISBN consists of thirteen digits and whenever it is printed it is preceded by the letters ISBN. The thirteen-digit number is divided into four parts of variable length, each part separated by a hyphen.

• Group or country identifier which identifies a national or geographic grouping of publishers;
• Publisher identifier which identifies a particular publisher within a group;
• Title identifier which identifies a particular title or edition of a title;
• Check digit is the single digit at the end of the ISBN which validates the ISBN.

Why do some ISBNs end in an "X"? In the case of the check digit, the last digit of the ISBN, the upper case X can appear. The method of determining the check digit for the ISBN is the modulus 11 with the weighting factors 10 to 1. The Roman numeral X is used in lieu of 10 where ten would occur as a check digit.

Who can assign ISBNs to a publisher? There are over 160 ISBN Agencies worldwide, and each ISBN Agency is appointed as the exclusive agent responsible for assigning ISBNs to publishers residing in their country or geographic territory. The United States ISBN Agency is the only source authorized to assign ISBNs to publishers supplying an address in the United States, U.S. Virgin Islands, Guam and Puerto Rico and its database establishes the publisher of record associated with each prefix.

Once an ISBN publisher prefix and associated block of numbers has been assigned to a publisher by the ISBN Agency, the publisher can assign ISBNs to publications it holds publishing rights to. However, after the ISBN Agency assigns ISBNs to a publisher, that publisher cannot resell, re-assign, transfer, or split its list of ISBNs among other publishers. These guidelines have long been established to ensure the veracity, accuracy and continued utility of the international ISBN standard.

As defined by the ISO Standard, the ISBN publisher prefix (or "root" of the ISBN) identifies a single publisher. If a second publisher subsequently obtains an ISBN from the assigned publisher's block of ISBNs, there will be no change in the publisher of record for any ISBN in the block as originally assigned. Therefore, searches of industry databases for that re-assigned ISBN will identify the original owner of that assigned prefix as the publisher rather than the second publisher. Discovering this consequence too late can lead to extensive costs in applying for a new prefix, re-assigning a new ISBN, and potentially leading to the application of stickers to books already printed and in circulation.

If you are a new publisher, you should apply for your own ISBN publisher prefix and plan to identify and circulate your books properly in the industry supply chain. You may encounter offers from other sources to purchase single ISBNs at special offer prices; you should be wary of purchasing from these sources for the reasons noted above. There are unauthorized re-sellers of ISBNs and this activity is a violation of the ISBN standard and of industry practice. A publisher with one of these re-assigned ISBNs will not be correctly identified as the publisher of record in Books In Print or any of the industry databases such as Barnes and Noble or Amazon or those of wholesalers such as Ingram. If you have questions, contact the US ISBN Agency for further advice.

Who is eligible for an ISBN? The ISBN Agency assigns ISBNs at the direct request of publishers, e-book publishers, audio cassette and video producers, software producers and museums and associations with publishing programs.

How long does it take to get an ISBN? Allow 5 business days for non-priority processing from the time an ISBN application is received at the agency (not from the date sent by the publisher.) Priority processing is two business days from the time an application is received at the agency. Express processing is 24 business hours.

How much does it cost to get an ISBN? There is a service fee to process all ISBN applications. Service fee information is contained on the application. Priority and Express processing involve an additional fee.

NOTE: The processing service charge is NON-REFUNDABLE.

What do I do when I receive the ISBN and where is it printed? An ISBN should be assigned to each title or product, including any backlist or forthcoming titles. Each format or binding must have a separate ISBN (i.e. hardcover, paperbound, VHS video, laserdisc, e-book format, etc). A new ISBN is required for a revised edition. Once assigned, an ISBN can never be reused. An ISBN is printed on the lower portion of the back cover of a book above the bar code and on the copyright page.

How & where do I register my ISBN? Once ISBNs have been assigned to products they should be reported to R.R. Bowker as the database of record for the ISBN Agency. Companies are eligible for a free listing in various directories such as Books in Print, Words on Cassette, The Software Encyclopedia, Bowker's Complete Video Directory, etc.

NOTE: Receiving just your ISBNs does NOT guarantee title listings. To ensure your titles get in the Books in Print database you must submit your title information.

Book titles should be registered with Books in Print at www.bowkerlink.com

Can a publisher have both an ISBN & an ISSN? Both numbering systems are used for books in a series and with annuals or biennials. The ISBN identifies the individual book in a series or a specific year for an annual or biennial. The ISSN identifies the ongoing series, or the ongoing annual or biennial serial. If a publication has both, each should be printed on the copyright page.

How can I find an assigned ISBN? The Publications (hard copy listings) in which the assigned ISBNs appear are Publishers, Distributors & Wholesalers of the United States, published by R.R. Bowker, and Literary Market Place, published by Information Today.

How are ISBNs used in a Bar Code & how do I obtain one? The ISBN can be translated into a worldwide compatible bar code format. Publishers who wish to have their ISBNs translated into worldwide compatible bar codes can now make their request directly online at www.isbn.org or www.bowkerbarcode.com . Bar code scanning is a required step required by for many retailers in the sales transaction process for book publications and book-related items. We hope that offering this service will save you time and enable you to meet all of your transaction partners' requirements.

How do I select the correct amount of ISBNs? ISBNs are sold in blocks of 10, 100, and 1000. When purchasing ISBNs, we recommend that you estimate the amount of publications you will be publishing within the next five years, and select the block that best suits your needs. It is always best to select the block that will last you for a few years because you will be able to maintain one publisher prefix, and minimize the unit cost per ISBN. When purchasing a larger block of ISBNs, the price per ISBN decreases.

What is the format of the new ISBN-13? Every ISBN will consist of thirteen digits in 2007. The thirteen digit number is divided into five parts of variable length, each part separated by a hyphen.

• The current ISBN-13 will be prefixed by "978"

Where does an ISBN get placed on a book? An ISBN gets placed on the copyright page and, if there is no bar code, on the back cover.

What is the difference between a bar code and an ISBN? An ISBN is a number. A bar code is the graphic with vertical lines that encodes numerical information for scanning purposes. An ISBN and a bar code are two different things.

Does it matter where a book is printed? No, books can be printed anywhere. ISBNs are assigned based on the geographical location of the publisher, not the printing company.

If a publisher is selling their books on their own and are not trying to place them in stores or libraries or with wholesalers, is an ISBN required? No, an ISBN is not required.

Do ISBNs have to be assigned to books that are not being sold? No, they do not have to be assigned, but they can be.

Are different ISBNs used if a book appears in different languages? Yes. Each language version is a different product.

Are custom publications assigned ISBNs? No, custom publications are not assigned ISBNs unless such assignment is necessary for a publisher’s back office systems, such as finance, since there is only one customer in such arrangements.

Python Numerical Methods

This notebook contains an excerpt from the Python Programming and Numerical Methods - A Guide for Engineers and Scientists , the content is also available at Berkeley Python Numerical Methods .

The copyright of the book belongs to Elsevier. We also have this interactive book online for a better learning experience. The code is released under the MIT license . If you find this content useful, please consider supporting the work on Elsevier or Amazon !

< 2.0 Variables and Basic Data Structures | Contents | 2.2 Data Structure - Strings >

Variables and Assignment ¶

When programming, it is useful to be able to store information in variables. A variable is a string of characters and numbers associated with a piece of information. The assignment operator , denoted by the “=” symbol, is the operator that is used to assign values to variables in Python. The line x=1 takes the known value, 1, and assigns that value to the variable with name “x”. After executing this line, this number will be stored into this variable. Until the value is changed or the variable deleted, the character x behaves like the value 1.

TRY IT! Assign the value 2 to the variable y. Multiply y by 3 to show that it behaves like the value 2.

A variable is more like a container to store the data in the computer’s memory, the name of the variable tells the computer where to find this value in the memory. For now, it is sufficient to know that the notebook has its own memory space to store all the variables in the notebook. As a result of the previous example, you will see the variable “x” and “y” in the memory. You can view a list of all the variables in the notebook using the magic command %whos .

TRY IT! List all the variables in this notebook

Note that the equal sign in programming is not the same as a truth statement in mathematics. In math, the statement x = 2 declares the universal truth within the given framework, x is 2 . In programming, the statement x=2 means a known value is being associated with a variable name, store 2 in x. Although it is perfectly valid to say 1 = x in mathematics, assignments in Python always go left : meaning the value to the right of the equal sign is assigned to the variable on the left of the equal sign. Therefore, 1=x will generate an error in Python. The assignment operator is always last in the order of operations relative to mathematical, logical, and comparison operators.

TRY IT! The mathematical statement x=x+1 has no solution for any value of x . In programming, if we initialize the value of x to be 1, then the statement makes perfect sense. It means, “Add x and 1, which is 2, then assign that value to the variable x”. Note that this operation overwrites the previous value stored in x .

There are some restrictions on the names variables can take. Variables can only contain alphanumeric characters (letters and numbers) as well as underscores. However, the first character of a variable name must be a letter or underscores. Spaces within a variable name are not permitted, and the variable names are case-sensitive (e.g., x and X will be considered different variables).

TIP! Unlike in pure mathematics, variables in programming almost always represent something tangible. It may be the distance between two points in space or the number of rabbits in a population. Therefore, as your code becomes increasingly complicated, it is very important that your variables carry a name that can easily be associated with what they represent. For example, the distance between two points in space is better represented by the variable dist than x , and the number of rabbits in a population is better represented by nRabbits than y .

Note that when a variable is assigned, it has no memory of how it was assigned. That is, if the value of a variable, y , is constructed from other variables, like x , reassigning the value of x will not change the value of y .

EXAMPLE: What value will y have after the following lines of code are executed?

WARNING! You can overwrite variables or functions that have been stored in Python. For example, the command help = 2 will store the value 2 in the variable with name help . After this assignment help will behave like the value 2 instead of the function help . Therefore, you should always be careful not to give your variables the same name as built-in functions or values.

TIP! Now that you know how to assign variables, it is important that you learn to never leave unassigned commands. An unassigned command is an operation that has a result, but that result is not assigned to a variable. For example, you should never use 2+2 . You should instead assign it to some variable x=2+2 . This allows you to “hold on” to the results of previous commands and will make your interaction with Python must less confusing.

You can clear a variable from the notebook using the del function. Typing del x will clear the variable x from the workspace. If you want to remove all the variables in the notebook, you can use the magic command %reset .

In mathematics, variables are usually associated with unknown numbers; in programming, variables are associated with a value of a certain type. There are many data types that can be assigned to variables. A data type is a classification of the type of information that is being stored in a variable. The basic data types that you will utilize throughout this book are boolean, int, float, string, list, tuple, dictionary, set. A formal description of these data types is given in the following sections.

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of 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.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.

Components of an essay

Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).

If you have never written an essay before, you may feel unsure about how to start.  Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

• An essay requires an introduction, body paragraphs and a conclusion.
• Generally, an introduction and conclusion are approximately 10% each of the total word count.
• The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
• Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative .  The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.  

Analytical essays

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case Study Responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

• Relating their answer sufficiently to the case details
• Applying critical thinking
• Writing with clear structure
• Using appropriate or sufficient sources
• Using accurate referencing

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 20.5 ). The colours in the sample paragraph below show the function of each component.

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care. 

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case.  Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 20.2 ).

Table 20.2 Explanations of different types of reports

Reflective writing.

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary.  It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what?   (Rolfe et al., 2001).

Table 20.3 What? So What? Now What? Explained.

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning.  Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships.  Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.

Annotated Bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography it is important to determine:

• The topic you are investigating and if there is a specific question to answer
• The type of sources on which you need to focus
• Whether they are reputable and of high quality

What do I say?

Important considerations include:

• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• The strength and limitations (this may include an evaluation of research methodology).

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 20.4 ). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 20.4 Comparison of Literature Reviews

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.

• Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
• There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
• An essay should have a clear and logical structure and use formal but reader friendly language.
• Breaking your assignment into manageable chunks makes it easier to approach.
• Effective body paragraphs contain a topic sentence.
• A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
• The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
• Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
• Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
• Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

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.

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Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

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

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

History of Assignment

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

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

Types of Assignment

Here are some of the most common types of assignments:

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

Essay structure:

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

Research paper

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

Research paper structure:

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

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

Case study structure:

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

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

Lab report structure:

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

Presentation

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

Presentation structure:

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

Creative Project

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

Creative project structure:

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

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

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

II. Body paragraphs

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

III. Conclusion

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

Research paper template:

I. Title page

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

II. Abstract

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

III. Introduction

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

IV. Literature review

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

V. Methodology

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

VI. Results

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

VII. Discussion

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

VIII. Conclusion

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

Case study template:

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

II. Analysis

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

III. Solution/recommendations

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

IV. Conclusion

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

Lab report template:

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

IV. Materials and methods

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

VI. Discussion

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

VII. Conclusion

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

Presentation template:

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

II. Main points

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

Creative writing template:

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

How to Write Assignment

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

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

Applications of Assignment

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

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

Purpose of Assignment

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

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

When to write Assignment

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

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

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

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

Characteristics of Assignment

Here are some common characteristics of assignments:

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

Advantages of Assignment

There are several advantages of assignment, including:

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

Limitations of Assignment

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

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How Social Security Numbers are Assigned

How Are Social Security Numbers Assigned?

This article aims to help you understand how Social Security Numbers are assigned. In 2011, the Social Security Administration (SSA) changed how they assign Social Security Numbers (SSNs). The new method uses a process called “randomization” to assign SSNs.

The Administration developed a new method to help protect the SSN’s integrity and extend the nine-digit SSN’s longevity (instead of adding additional digits).

SSN Randomization changes the assignment process in several ways. First, it eliminates the geographical importance of the first three digits. Also, the new randomization process eliminates the significance of the highest group number.

As a result, the High Group List is frozen in time and can only be used to see the area and group numbers SSA issued before the randomization implementation date.

Overview of Social Security Numbers

A Social Security number is issued to U.S. citizens, permanent residents, and temporary workers in the United States. The number is issued to an individual by the SSA, an agency of the federal government .

Its primary purpose is to track working individuals for taxation purposes and Social Security benefits. Since it was initially introduced, the SSN has become the primary national identification number, even though it was not originally intended to be used as a form of identification.

Since 1972, numbers have been issued by the central office. The first three (3) digits of a person’s social security number are determined by the ZIP Code of the mailing address shown on the application for a social security number.

Previously, before 1972, social security numbers were assigned by SSA field offices. The number merely established that his/her card was issued by one of the SSA offices in that State.

Randomization

In 2011, the SSA changed the assignment process to a process known as SSN randomization. This process eliminates the geographical significance of the number’s first three digits. Below is an explanation of how the numbers were assigned under the old system that was in effect before 2011 .

Social Security Number – Area Group Serial

The Social Security number consists of nine (9) digits, usually written in the format – 1 2 3 – 4 5 – 6 7 8 9. The first three digits of a social security number denote the area (or State) where the original Social Security number application was filed.

Each area’s group number (middle two (2) digits) ranges from 01 to 99 but is not assigned in consecutive order. For administrative reasons, group numbers issued first consist of the ODD numbers from 01 through 09 and then EVEN numbers from 10 through 98, within each area number allocated to a State.

After all numbers in group 98 of a particular area have been issued, the EVEN Groups 02 through 08 are used, followed by ODD Groups 11 through 99.

Within each group, the serial numbers (last four (4) digits) run consecutively from 0001 through 9999.

The chart below shows how Group numbers are assigned:

• ODD – 01, 03, 05, 07, 09——EVEN – 10 to 98
• EVEN – 02, 04, 06, 08——ODD – 11 to 99

List of Social Security Number Prefixes for Each State

Following is a list of social security number prefixes for each state. The listing is organized in ascending order based on the SSN prefix, with the corresponding issuing state listed. Remember, these apply only to numbers issued before 2011 under the old system.

SSN Prefix = Issuing State

001-003 = New Hampshire 004-007 = Maine 008-009 = Vermont 010-034 = Massachusetts 035-039 = Rhode Island 040-049 = Connecticut 050-134 = New York 135-158 = New Jersey 159-211 = Pennsylvania 212-220 = Maryland 211-222 = Delaware 223-231 = Virginia 232 = North Carolina 232 = West Virginia 233-236 = West Virginia 237-246 = North Carolina 247-251 = South Carolina 252-260 = Georgia 261-267 = Florida (Also 589-595) 268-302 = Ohio 303-317 = Indiana 318-361 = Illinois 362-386 = Michigan 387-399 = Wisconsin 400-407 = Kentucky 408-415 = Tennessee 416-424 = Alabama 425-428 = Mississippi 429-432 = Arkansas 433-439 = Louisiana 440-448 =Oklahoma 449-467 = Texas 468-477 = Minnesota

478 – 485 = Iowa 486 – 500 = Missouri 501 – 502 = North Dakota 503 – 504 = South Dakota 505 – 508 = Nebraska 509 – 515 = Kansas 516 – 517 = Montana 518 – 519 = Idaho 520 = Wyoming 521 – 524 = Colorado 525 = New Mexico 526 = Arizona 526 = New Mexico 527 = Arizona 528 – 529 = Utah 530 = Nevada 531 – 539 = Washington 540 – 544 = Oregon 545-573 = California 574 = Alaska 575-576 = Hawaii 577-579 = District of Columbia 580 = Virgin Islands 580-584 = Puerto Rico 585 = New Mexico 586 = Guam & American Samoa 586 = All Other Pacific Territories 587-588 = Mississippi 589-595 = Florida (also 261-267) 600-601 = Arizona (designated) 602-626 = California (designated) 700-728 = Railroad Retirement 729-999 = Not used until randomization was introduced.

Note: The number 666 has never been used and will not be used in the future.

Please post a comment below if you are aware of any new number ranges.

SSN Requirements

No law directly requires a natural-born United States citizen to apply for a Social Security number to live or work in the United States. However, some people still live without a number because they view it as a voluntary government program. Those who don’t get a number find it difficult to engage in ordinary acts of commerce or banking activities because they can’t provide an SSN.

Additional Resources

If you want to learn more about the process, visit the  Social Security Administration website. On the website, you can:

• Get more information on how numbers are assigned and the randomization process
• Find the offices near you and get directions using the office locator. Just enter your zip code.
• Learn how to get cards and how to request replacement cards

Questions and Comments

If you have any questions, please post a comment below.

38 COMMENTS

What does a Social Security beginning with 200-75-XXXX indicate? I really didn’t understand the middle number, but I believe the first 3 numbers indicate under the old system that the number was applied for in PA.

I didn’t know the numbers were randomized rather than regionalized which makes a lot of sense. I’m a 370 from Michigan. Odd question… why is the prefix 666 unavailable? It’s just a number. I understand it’s Christian significance but it is only a series of digits and this is not a “Christian” domain. I am actually, but my faith is mine not someone else’s concern. The relevance of that number is from The New Testament (St. John’s Revelation)… and that is not fully explained or understood.

i need my grandfathers ssn because he has passed recently and ppl are still calling to collect nothing but they dont believe me they want his number how can i get it

If you are a family member, then you need to look at the DEATH CERTIFICATE. The social security number will be on it. Contact the funeral home, they will have a copy in their files. If you dont; know who handled the service, contact the cemetary, their records should show who the funeral director was. WARNING, if you are not a DIRECT family member no one will give you a copy or any information.

Is a SSN that has the first 5 digits all matching valid? I came across one on a client’s paperwork that had all the same number in the first 5 places. Only the last 4 were different.

I can’t say whether or not the numbers in your particular case are valid, but it would have been possible under the “old” system of issuing numbers. The first three numbers are based don’t the geographic area. The next two numbers are the group numbers, and those numbers are allocated to particular areas within a state.

You say that 729-999 are not in use, but my wife has a SSN that starts with 881. She is from France and got a green card in 2012, and that was the prefix assigned.

Then she got her SSN after June 25, 2011 when they started using random numbers.

Can a person’s prefix be different from the state the were born in? My prefix suggests I was born in Washington, but I was not.

Can group numbers be used to narrow down a location within a state (prior to randomization)?

It is difficult to find official information on the specific manner in which the numbers were issued. However, the group numbers weren’t based on a geographical area. The group numbers were determined by the sequential order in which they were assigned.

With the advent of some financial institutions wishing to make you give them the last six or your social security number, it seems as though they do not understand nor does the government understand the sanctity that should be afforded Social Security identification numbers. With crooks having access to screaming fast computers today, it really is not much of a problem with a nine-digit password to eventually obtain it by searching. And it makes it much easier with the last four that the majority of institutions require for identification. However, with the last six, you might as well just give them the entire number and see your personal security go down the tube. This should be a top priority of our government to band the use of any more numbers being given out to anybody for identification.

Are there duplicates of the last four digits?

Yes. There are social security numbers that have the last four digits that match.

Are SSN’s for noncitizens coded to shos they are not citjzens?

I believe the SSA assigns the numbers using the randomization process that was put in place in 2011. So, they shouldn’t be coded to identify that an individual is a non-citizen. Check the SSA.gov website for more information.

I’m wondering the same thing,

Please remember: the SSN is assigned based on the address provided on the application submitted to the Social Security Administration. This address is supposed to be the applicant’s permanent address. If you have a question, you should contact the Social Security Administration. >>> ASSIGNMENT METHODOLOGY USED STARTING JUNE 26, 2011 <<< The U.S. SSN (Social Security Number) is assigned RANDOMLY. However, the methodology is not public knowledge.

Concerning? I was noting my son’s ssn this year while gathering tax information, and it starts with 881. My concern is that it won’t be valid when he goes to work- as it says numbers starting with 729-999 = Currently not in use???? What could have happened?

It was randomized near the year 1972 because some areas ran out of numbers.

I am a Veteran living in the Houston, Texas area and am enrolled in VA Healthcare. I have recently discovered, when checking in at the DeBakey VA Hospital in Houston, that their VA computer shows that there are 3 Veterans in their system, including myself, that have the same exact last name and the same exact last 4 numbers of their SSN. Should I be concerned?

We’re not in a position to interpret whether it is something that should be of concern. However, it may be something that you should inquire about with VA Healthcare. It is possible that you may have multiple accounts within their system. The records that you see with the same last name and same last four numbers of the SSN may all be referring to you. You may want to give them a call to get more information.

Here it said that the 800 are not in use . 800 are good numbers or bugs number please advice

The SSA changed the way they issue social security numbers, so numbers beginning with 800 are certainly possible.

Both my kids born 2004 & 2009 are 766 and it’s now required to file for them at birth to which they were born in FL but it says the 766 aren’t in use yet when they have been in use for at least 15years now. Strange.

I was born in S.C. but the first 3 digits show it came from Arkansas

I live in NE. Everyone in my family and my first born all start with the 505, 508. This past year I had a baby. His SSN starts with 358. Why is this?

your would indicate you and your family was born in Nebraska, But your sons would indicate he was born in Illinois, so if he wasn’t that is strange, better check into so he don’t have problems later in life with his number

its not where you were born that determines the number, it is the state where the application for an original Social Security number was filed. In my case, I didn’t file till I was 13 and had moved multiple times.

The numbers are now picked at random & are not picked by state. The first three numbers of your baby’s ssn have nothing to do with his state of birth or the state in which his ssn was applied for. Since 2011, the Social Security Administration has been assigning SSNs by randomization. This process eliminates the geographical significance of the first 3 numbers.

I was born in 1980 so my social security number should be from the state I was born in since the change was not started till 2011 where your social security number is pick random

My daughter was born in Connecticut it was issued a social security number while living in Connecticut but she has a New York social security number

I was born in Georgia and I have a New York number. My cousin was born the same month and in the same hospital as me and she has a Georgia number. What could be the reason?

I have an FL ssn and i wasnt born in FL accoding to my birth certificate.

I was born in Alabama, but my SSN was issued at about age 8 (this was many years ago) while living in North Dakota. Therefore, I have a North Dakota SSN.

i have a question it says the 1st 3 numbers say where one was born i have 149 the list says that is the number for new Jersey and i was born in Oklahoma. why?

The first three numbers actually represent the geographic area where the social security number was issued, rather than where a person was born.

In 2011 the first 3 of 808 was used. Every where I have seen says it isn’t, but it was given to my child.

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Get-Cs Phone Number Assignment

This cmdlet displays information about one or more phone numbers.

Description

This cmdlet displays information about one or more phone numbers. You can filter the phone numbers to return by using different parameters.

Returned results are sorted by TelephoneNumber in ascending order.

If you are using both -Skip X and -Top Y for filtering, the returned results will first be skipped by X, and then the top Y results will be returned.

By default, this cmdlet returns a maximum of 500 results.

This example displays information about the Microsoft Calling Plan subscriber phone number +1 (402) 555-1234. You can see that it is assigned to a user.

This example displays information about the Direct Routing phone number +1 (206) 555-1000;ext=524. You can see that it is assigned to a user.

This example returns all phone numbers that have both the capability VoiceApplicationAssignment and the capability ConferenceAssignment assigned, but phone numbers that have only one of these capabilities assigned won't be returned.

This example returns information about the phone number assigned to [email protected].

This example returns information about the phone number assigned to resource account [email protected].

This example returns information about all activated phone numbers with the capability VoiceApplicationAssignment that are not assigned.

This example returns information about all phone numbers that contain the digits 524, including the phone number with extension 524 used in example 2.

This example returns the number of Calling Plan subscriber phone numbers that are either assigned or not assigned to users.

This example returns the number of Calling Plan or Operator Connect service phone numbers that can be assigned to voice applications and conference bridges.

This example returns all phone numbers.

This example returns all phone numbers assigned as emergency numbers in the Teams shared calling routing policy instance SC1.

-ActivationState

Filters the returned results based on the number type. Supported values are Activated, AssignmentPending, AssignmentFailed, UpdatePending, and UpdateFailed.

-AssignedPstnTargetId

Filters the returned results based on the user or resource account ID the phone number is assigned to. Supported values are UserPrincipalName, SIP address, ObjectId, and the Teams shared calling routing policy instance name.

-AssignmentCategory

This parameter is reserved for internal Microsoft use.

-CapabilitiesContain

Filters the returned results based on the capabilities assigned to the phone number. You can specify one or more capabilities delimited by a comma. Supported capabilities are ConferenceAssignment, VoiceApplicationAssignment, UserAssignment, and TeamsPhoneMobile.

If you specify only one capability, you will get all phone numbers returned that have that capability assigned. If you specify a comma separated list for instance like ConferenceAssignment, VoiceApplicationAssignment you will get all phone numbers that have both capabilities assigned, but you won't get phone numbers that have only VoiceApplicationAssignment or ConferenceAssignment assigned as capability.

-CivicAddressId

Filters the returned results based on the CivicAddressId assigned to the phone number. You can get the CivicAddressId by using Get-CsOnlineLisCivicAddress .

-IsoCountryCode

Filters the returned results based on the ISO 3166-1 Alpha-2 country code assigned to the phone number.

-LocationId

Filters the returned results based on the LocationId assigned to the phone number. You can get the LocationId by using Get-CsOnlineLisLocation .

-NetworkSiteId

-numbertype.

Filters the returned results based on the number type. Supported values are DirectRouting, CallingPlan, and OperatorConnect.

-PstnAssignmentStatus

Filters the returned results based on the assignment status. Support values are Unassigned, UserAssigned, ConferenceAssigned, VoiceApplicationAssigned, ThirdPartyAppAssigned, and PolicyAssigned.

Skips the first X returned results and the default value is 0.

-TelephoneNumber

Filters the returned results to a specific phone number. It is optional to specify a prefixed "+". The phone number can't have "tel:" prefixed. We support Direct Routing numbers with extensions using the formats +1206555000;ext=1234 or 1206555000;ext=1234.

-TelephoneNumberContain

Filters the returned results based on substring match for the specified string on TelephoneNumber. To search for a number with an extension, you need to specify the digits of the extension. For supported formats see TelephoneNumber.

-TelephoneNumberGreaterThan

Filters the returned results based on greater than match for the specified string on TelephoneNumber. Can be used together with TelephoneNumberLessThan to specify a range of phone numbers to return results for. For supported formats see TelephoneNumber.

-TelephoneNumberLessThan

Filters the returned results based on less than match for the specified string on TelephoneNumber. Can be used together with TelephoneNumberGreaterThan to specify a range of phone numbers to return results for. For supported formats see TelephoneNumber.

-TelephoneNumberStartsWith

Filters the returned results based on starts with string match for the specified string on TelephoneNumber. For supported formats see TelephoneNumber.

Returns the first X returned results and the default value is 500.

ActivationState

The activation state of the telephone number.

AssignedPstnTargetId

The ID of the object the phone number is assigned to, either the ObjectId of a user or resource account or the policy instance ID of a Teams shared calling routing policy instance.

AssignmentCategory

The list of capabilities assigned to the phone number.

The city where the phone number is located.

CivicAddressId

The ID of the CivicAddress assigned to the phone number.

IsoCountryCode

The ISO country code assigned to the phone number.

IsoSubDivision

The subdivision within the country/region assigned to the phone number, for example, the state for US phone numbers.

The ID of the Location assigned to the phone number.

LocationUpdateSupported

Boolean stating if updating of the location assigned to the phone number is allowed.

NetworkSiteId

NumberSource

The source of the phone number. Online for phone numbers assigned in Microsoft 365 and OnPremises for phone numbers assigned in AD on-premises and synchronized into Microsoft 365.

The type of the phone number.

The ID of the operator.

PortInOrderStatus

The status of any port in order covering the phone number.

PstnAssignmentStatus

The assignment status of the phone number.

PstnPartnerId

The ID of the PSTN partner providing the phone number.

PstnPartnerName

The name of the PSTN partner.

TelephoneNumber

The phone number. The number is always displayed with prefixed "+", even if it was not assigned using prefixed "+".

The object returned is of type SkypeTelephoneNumberMgmtCmdletAcquiredTelephoneNumber.

The cmdlet is available in Teams PowerShell module 4.0.0 or later. The parameter AssignmentCategory was introduced in Teams PowerShell module 5.3.1-preview. The parameter NetworkSiteId was introduced in Teams PowerShell module 5.5.0. The output parameter NumberSource was introduced in Teams PowerShell module 5.7.0.

The cmdlet is only available in commercial and GCC cloud instances.

Related Links

• Remove-CsPhoneNumberAssignment
• Set-CsPhoneNumberAssignment

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About 5% of young adults in the U.S. say their gender is different from their sex assigned at birth

At a time when transgender and nonbinary Americans are gaining visibility in the media and among the public, a new Pew Research Center survey finds that 1.6% of U.S. adults are transgender or nonbinary – that is, their gender differs from the sex they were assigned at birth.

Respondents were classified as transgender or nonbinary if they answered the sex and gender questions in any of the following ways: 1. If they said they describe themselves as nonbinary or volunteered a term such as “gender fluid” or “agender” to describe their gender 2. If they said their sex assigned at birth was male and they describe themselves as a woman, and then confirmed that was accurate in the GENDERCONFIRM question 3. If they said their sex assigned at birth was female and they describe themselves as a man, and then confirmed that was accurate in the GENDERCONFIRM question

The questions used for this classification are below, along with instructions for the survey administrator. The GENDERCONFIRM question is used to avoid misclassifying respondents who made an error when answering the sex or gender questions as transgender. This type of error can have an outsize effect on estimates of small populations such as the transgender and nonbinary population, making it appear larger than it really is. Some federal surveys use this approach.

[DISPLAY SEX AND GENDERNEW ON THE SAME SCREEN]

DISPLAY TO ALL: Now just a couple of questions for demographic purposes …

ASK ALL: SEX What sex were you assigned at birth, on your original birth certificate? [RANDOMIZE RESPONSE OPTIONS]

1 Male 2 Female

ASK ALL: GENDERNEW Do you describe yourself as a man, a woman, nonbinary or in some other way? [DISPLAY RESPONSE OPTIONS 1 AND 2 IN SAME ORDER AS SEX]

1 A man 2 A woman 3 Nonbinary 4 In some other way: [text box]

ASK IF SEX AND GENDERNEW DO NOT MATCH ((SEX=1 AND GENDERNEW=2) OR (SEX=2 AND GENDERNEW=1) OR (SEX=1 AND GENDERNEW=3) OR (SEX=2 AND GENDERNEW=3)): GENDERCONFIRM Just to confirm, you were assigned [IF MALE AT BIRTH (SEX=1): male ; IF FEMALE AT BIRTH (SEX=2): female ] at birth and you describe yourself as [IF GENDER IS MAN (GENDERNEW=1): a man ; IF GENDER IS WOMAN (GENDERNEW=2): a woman ; IF GENDER IS NONBINARY (GENDERNEW=3): nonbinary ] . Is that correct?

Meanwhile, a rising share of Americans say they know someone who is transgender. This analysis accompanies an essay that examines the experiences and views of trans and nonbinary adults based on a series of focus groups.

Adults under 30 are more likely than older adults to be trans or nonbinary. Some 5.1% of adults younger than 30 are trans or nonbinary, including 2.0% who are a trans man or trans woman and 3.0% who are nonbinary – that is, they are neither a man nor a woman or aren’t strictly one or the other. (Due to rounding, subtotals may not add up to the total.) This compares with 1.6% of 30- to 49-year-olds and 0.3% of those 50 and older who are trans or nonbinary.

The share of U.S. adults who are transgender is particularly high among adults younger than 25. In this age group, 3.1% are a trans man or a trans woman, compared with just 0.5% of those ages 25 to 29. There is no statistically significant difference between these two age groups in the share who are nonbinary or the total share who are trans or nonbinary.

Pew Research Center conducted this study to estimate the share of Americans whose gender is different from the sex they were assigned at birth. The study also explores the share of Americans who know someone who is transgender and the share who know someone who is nonbinary. These findings are part of a larger survey of the general public on their attitudes about gender identity and issues related to people who are transgender or nonbinary. Other survey results will be released later this summer.

This analysis accompanies findings from six focus groups that study the experiences and views of transgender and nonbinary adults.

This analysis is based on a survey of 10,188 U.S. adults. The data was collected as a part of a larger survey conducted May 16-22, 2022. Everyone who took part is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way, nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology . Here are the questions used for this analysis, along with responses, and its methodology .

A rising share of adults say they know a transgender person

While a relatively small share of U.S. adults are transgender or nonbinary, many say they know someone who is. More than four-in-ten (44%) say they personally know someone who is trans and 20% know someone who is nonbinary.

The share of adults who know someone who is transgender has increased from 42% in 2021 and from 37% in 2017.

Today, roughly half of adults younger than 30 and those 30 to 49 say they know a trans person – higher than the share among older Americans. Still, a third of those 65 and older report knowing someone who is trans.

Democrats and independents who lean to the Democratic Party are more likely than Republicans and Republican leaners to say they know a transgender person, but Republicans are catching up. As recently as June 2021 , 48% of Democrats said they knew a trans person, compared with 35% of Republicans – a gap of 13 percentage points. Today, 48% of Democrats and 42% of Republicans say this – a gap of just 6 points.

About a quarter of U.S. adults say they have a trans friend (27%), while 13% say they have a co-worker who is trans and 10% say they have a transgender family member. About one-in-ten adults (9%) say they know a trans person who is younger than 18.

When asked if they know someone who doesn’t identify as a man or a woman, 20% of U.S. adults say they do. The share is higher among younger adults, those living in urban and suburban communities, those with higher levels of education, and Democrats.

Most Americans (79%) say they have heard at least a little about people not being a man or a woman and instead describing themselves as not having a gender or using terms such as “nonbinary” or “gender fluid” to describe their gender. But only 26% say they have heard a lot about this concept.

Young adults are far more likely to be familiar with this than their older counterparts. About four-in-ten adults younger than 30 (42%) say they have heard a lot about being nonbinary, compared with 31% of those 30 to 49, 20% of those 50 to 64 and 12% of those 65 and older. Still, even older adults have at least some passing familiarity with the idea: Two-thirds of those 65 and older say they have heard at least a little.

A 2021 Pew Research Center survey found that 26% of U.S. adults personally knew someone who goes by gender-neutral pronouns such as “they” instead of “he” or “she,” up from 18% in 2018 .

Note: Here are the questions used for this analysis, along with responses, and its methodology .

• Gender Identity
• LGBTQ Acceptance
• Younger Adults

Who Are You? The Art and Science of Measuring Identity

5 key findings about lgbtq+ americans, black americans firmly support gender equality but are split on transgender and nonbinary issues   , black democrats differ from other democrats in their views on gender identity, transgender issues, parents differ sharply by party over what their k-12 children should learn in school, most popular.

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Panthers Release Jersey Numbers for Newcomers

Jersey numbers have been assigned to the new guys in Carolina.

• Author: Schuyler Callihan

In this story:

We've seen some leaks over the past month in regards to what jersey numbers new members of the Carolina Panthers will wear, but now, we have the official word. Below are the number assignments, as released by the team.

WR Diontae Johnson - No. 5

LB Jadeveon Clowney - No. 7

S Jordan Fuller - No. 20

S Nick Scott - No. 21

CB Dane Jackson - No. 23

LB K’Lavon Chaisson - No. 45

LB Josey Jewell - No. 47

OL Robert Hunt - No. 50

OL Damien Lewis - No. 68

OL Yosh Nijman - No. 77

WR David Moore - No. 83

DL A’Shawn Robinson - No. 94

LB DJ Wonnum - No. 98

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WATCH: D.J. Wonnum Talks Signing with Panthers