what does work assignment means

What is Work Assignment? – Advanced Work Assignment (AWA)

Work assignment, a fundamental concept of professional realms, refers to allocating specific tasks or duties to individuals or teams within a certain timeframe.

By clearly defining roles, responsibilities, and deadlines, work assignments ensure that each member is aware of their contribution towards the broader objectives.

This post will explain the work assignment, its scheduling, and its benefits. It will also discuss automated and advanced work assignments.

What is a Work Assignment?

A work assignment or job assignment refers to a task or set of tasks allocated to work centers , an individual, or a team within a specific timeframe. Depending on the context, it can be part of a larger project or an isolated task. 

Automated Work Assignment

Automated assignment of work helps to reduce the stress on employees. It saves the project manager time because the auto-assignment manager does not need to remind his team about the work. The system only gives notifications to the team.

Managers can efficiently assign work to minimize downtime and maximize productivity by considering employees’ individual skills and availability.

The advantage of the automatic assignment is it helps to deliver the project faster by avoiding confusion and rework because the task is assigned when all the requirements are entirely available.

Advanced Work Assignment

Advanced Work Assignment (AWA) is a methodology organizations use to create and assign work tasks to employees based on their skills, abilities, and interests.

This approach can help improve employee productivity and satisfaction while reducing organizational costs. 

One of the critical benefits of it is that it allows organizations to optimize their resources and assign work that is most suited to each employee’s skills, abilities, and interests.

Additionally, it can help reduce organizational costs by ensuring that employees are assigned work within their abilities and do not require excessive training or support.

Despite these benefits, some potential challenges are associated with using AWA.

Therefore, it is essential to carefully consider whether or not AWA is right for your organization before implementing it.

Scheduling of Work Assignment

This includes understanding how these applications operate and considering what kind of factor affects them most when deciding which option will be best suited for your business needs!

You can utilize manual assignment or auto-assignment for scheduling once you get it.

1. Examine the type of work

2. analyze the skills of the employees.

Each employee has their talent. So before scheduling the work, making one flowchart of the work process is better.

After analyzing employees’ skills, assign the work in the flowchart to the specified employees. Also, keep one backup person if the designated employee cannot perform the job.

3. Calculate the required time

4. avoid the duplication of work.

When you assign laborers to different fundamental processes, there will be a chance of duplicating work because all the laborers do jobs not mentioned in the flow chart.

5. Provide a clear idea to the customer

Considering customers’ expectations is critical to set company standards. It helps to learn the market standards also. It will be achievable when you do a proper work assignment.

Important Information that Works Assignment Contains

Benefits of work assignment, what are the components of advanced work assignment (awa), what is standard operating procedure (sop).

Standard Operating Procedure (SOP) , often shortened to “the SOP,” is a standardized plan adopted by an organization for the orderly and efficient carrying out of various activities such as work, production, or services.

While it may appear overly restrictive at times, its goal is to minimize variation and mistakes. Every business activity has at least one best practice that can lead to success and efficiency if adhered to deliberately and consistently.

What is a Work Instructional Package (WIP)?

A Work Instructional Package (WIP) is a document that provides step-by-step instructions for performing a specific job or task. It may also include diagrams, photographs, and illustrations to help clarify the steps involved.

The proliferation of technology has led to an increased demand for automation. Companies have found a balance between humans and machines using automated work assignment software, or AWA. Automatic job assignments can be used in many industries, from IT support to sales call centers.

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Tips for Allocating Work Assignments

It’s probably a no-brainer that improper delegation of tasks has obvious consequences, such as increased frustration, stress and workload. The quality of work and team morale may suffer while trust, productivity, efficiency and profitability dwindles. In such a situation, the organizational structure fails, clients’ trust dies, reports of unaccountability emerge, staff may underperform and project failure becomes imminent. This is why it’s vital to ensure that work assignments are delegated efficiently and to the appropriate team member.

Approximately 94% of companies lack exceptionally good management. The 6% of firms with excellent management culture and style tend to be dedicated to their workforce and team building rather than external stakeholders.

Achieving excellence in organizational operations is an enormous challenge for most organizations and begins with the manner and style of delegation of assignments.

Management has to choose the right team , build trust and accountability , develop its team through delegation, manage performances, have tough conversations and acknowledge and reward excellence to enhance employee engagement and lower turnover.

What exactly are work assignments?

Work assignments are remarkable tools for enhancing employee growth and must be managed deliberately; otherwise, they could limit efforts towards building a diverse workforce.

Evidence shows that experimental learning accounts for 70% of leadership development , particularly, effective delegation of work assignments.

Work assignments are tasks that are deliberately designed for organizational purposes. They are allocated to staff to achieve results. In the simplest terms, these assignments are activities or projects for a specific end. Work assignments should come with a task description, deadline and expected results.

Work assignments tips

Why delegate work assignments?

Employee empowerment.

Managers with great team building skills understand the importance of instilling trust in team members for enhanced morale and performance because they believe they are wired to drive organizational objectives.

Strengthens trust

Assigning work means trusting the employee’s ability to achieve a particular result through task performance. Frequent delegation builds the trust needed to create collaborative skills within organizations.

Helps lower workload

Successful delegation of work assignments lessens the burden of tasks that pile up. It saves the time needed to focus on other important organizational tasks and goals.

Planning for fair distribution of work assignments

Most industries, such as hospitality, telecommunications and healthcare need to ensure uninterrupted service delivery. At the same time, they must consider the health of their employees, who need regular breaks and leave to stay productive and rested.

With the rise of flexi-workers , ensuring everyone gets a fair share of leave could become a logistics nightmare for business owners. This also applies to contractual staff who may feel overburdened.

When planning and distributing work assignments, managers must take into account employees’ vacation days, sick leave, emergency absences and so on. Things to consider include, but are not limited to:

• Employees should have their preferences fulfilled to avoid bias.
• Organizations should try to accommodate employees’ requests for rest days as much as possible.
• The duty roster should be planned in such a way as to allow enough time for deadlines and urgent tasks.
• There is also an allowance for fair leave/day swapping among employees.

The manager planning the duty roster should keep track of requests and demands in real time. This enables the planner to synchronize replacement leave and overtime pay calculations at the end of the roster period.

Delegating work assignments to employees

Create an effective work plan.

An effective work plan is the key to the success of every project. Approximately 58% of organisations don’t understand the value of project management, which explains why most projects fail as soon as they begin.

The planning phase determines either the failure or success of such project. Organizations must have a solid work plan, including a weekly action plan for greater efficiency and productivity. You can create a good work plan by following the steps below.

• Set specific goals that include actual numbers and quantifiable terms and scope.
• Lay out the objectives and deliverables, including the project schedule. Consider rewarding your team based on achievement. The incentives will boost productivity.
• Brainstorm and detail the key resources that your team needs. Brainstorming and planning will help colleagues become creative, forecast unforeseen obstacles and promote teamwork. Converse with your them about the resources that can help them achieve set objectives and give them available resources.
• Identify task sequencing . The schedule of a project outlines activity sequencing, tracks performance and calculates the duration of tasks sequences.

Delegate assignments based on aptitude

By assigning work to employees based on their areas of strength and skills, you set them up to excel. This means you need to understand your employees’ strengths, preferences and weaknesses. You may also allow your staff to choose their preferred tasks. This is important for building trust.

Give your team prior notice

No need to stress everyone out and kill their morale with endless impromptu and urgent work assignments. As far as is feasible, try to give your employees a couple of days’ notice at least.

Foster project ownership

Encourage your team to ask questions for clarity. Determine your availability and take the time to give them clear instructions, feedback and assistance. Giving them a sense of ownership allows your team members to see the big picture.

Real delegation is when you encourage your team to own the project. This gives them the authority to take initiative for the execution process.

Most companies spend hours and weeks planning and generating roasters manually when they can use TimeTrack Duty Roster to save time. TimeTrack Duty Roster creates a perfect overview of both employers and employees and allow managers to personalize shifts according to preferences.

TimeTrack Duty Roster

Monitoring work assignments

Monitoring work assignments helps your team complete their duties successfully and meet the desired outcomes. There’s no need to micromanage, but you can certainly help keep employees focused while tracking processes.

Ensure an effective project plan

• Compile a clear project outline, including a schedule. Collaborate with your team to create the plan and include the project scope, tasks, deadlines and resources. Creating a timeline is vital; use a flow chart to make things clearer. A clear work plan helps you understand the key performance indicators you can monitor.

Set SMART goals

• One of the key ways to monitor assigned work is to create specific, measurable, attainable, relevant and time-bound goals. This SMART criteria helps you identify detailed and quantifiable goals with effective deadlines. You then have quantifiable items to monitor the performance of the assignments.

Steady check-ins

• Creating a schedule for progress check-ins is a key step in monitoring assignments. The regularity of the check-in depends on the project. For example, check-ins for long-term and short-term projects differ in intervals. Check-ins should be balanced to support effective monitoring of performance indicators.

Records and analysis of data

• For each of the scheduled check-ins, keep records and analyze data to understand the progress of projects. You can gather data through team meetings and input into spreadsheets or project management tools. The data will then be analyzed to determine the status of the assigned work.

Every organization wants to empower its workforce for enhanced morale, focus, accountability, efficiency and productivity. These achievements are only possible with effective delegation of work assignments and tasks.

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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Other forms: assignments

Whether you’re an international spy with a new mission or a high school student with math homework — when you get an assignment , you’d better do it! An assignment is a task that someone in authority has asked you to do.

The word assignment is just the noun form of the common verb assign , which you use when you want to give someone a duty or a job. When you assign something, that something is called an assignment . The word can also refer to the act of distributing something. If you are distributing new office furniture at work, you might say, “ Assignment of the new chairs will begin tomorrow.”

• noun an undertaking that you have been assigned to do (as by an instructor) see more see less types: show 6 types... hide 6 types... school assignment , schoolwork a school task performed by a student to satisfy the teacher writing assignment , written assignment an assignment to write something classroom project a school task requiring considerable effort classwork the part of a student's work that is done in the classroom homework , prep , preparation preparatory school work done outside school (especially at home) lesson a task assigned for individual study type of: labor , project , task , undertaking any piece of work that is undertaken or attempted
• noun a duty that you are assigned to perform (especially in the armed forces) “a hazardous assignment ” synonyms: duty assignment see more see less types: show 10 types... hide 10 types... guard , guard duty , sentry duty , sentry go the duty of serving as a sentry fatigue , fatigue duty labor of a nonmilitary kind done by soldiers (cleaning or digging or draining or so on) charge , commission , mission a special assignment that is given to a person or group reassignment assignment to a different duty sea-duty , service abroad , shipboard duty naval service aboard a ship at sea shore duty naval service at land bases fool's errand a fruitless mission mission impossible an extremely dangerous or difficult mission martyr operation , sacrifice operation , suicide mission killing or injuring others while annihilating yourself; usually accomplished with a bomb secondment the detachment of a person from their regular organization for temporary assignment elsewhere type of: duty work that you are obliged to perform for moral or legal reasons
• noun the act of putting a person into a non-elective position synonyms: appointment , designation , naming see more see less types: show 6 types... hide 6 types... nomination the act of officially naming a candidate co-optation , co-option the act of appointing summarily (with or without the appointee's consent) delegacy the appointment of a delegate ordinance , ordination the act of ordaining; the act of conferring (or receiving) holy orders recognition designation by the chair granting a person the right to speak in a deliberative body laying on of hands laying hands on a person's head to invoke spiritual blessing in Christian ordination type of: conclusion , decision , determination the act of making up your mind about something
• noun the act of distributing something to designated places or persons “the first task is the assignment of an address to each datum” synonyms: assigning see more see less types: allocation , storage allocation (computer science) the assignment of particular areas of a magnetic disk to particular data or instructions type of: distribution the act of distributing or spreading or apportioning
• noun (law) a transfer of property by deed of conveyance synonyms: grant see more see less types: apanage , appanage a grant (by a sovereign or a legislative body) of resources to maintain a dependent member of a ruling family land grant a grant of public land (as to a railway or college) type of: transferred possession , transferred property a possession whose ownership changes or lapses
• noun the instrument by which a claim or right or interest or property is transferred from one person to another see more see less type of: instrument , legal document , legal instrument , official document (law) a document that states some contractual relationship or grants some right

Vocabulary lists containing assignment

The Dawes Act, or General Allotment Act of 1887, was a law that allowed the U.S. government to take Native American tribal lands and divide them into 40 acre lots for individual Native Americans. The goal was to break up communal tribal lands and speed the assimilation of Native Americans into American society. The Dawes Act caused great suffering with much of the land winding up in the hands of white settlers.

Learn these words from the autobiography by David Lubar (Inside: Level B, Unit 4). Here are our links to the selections of "Every Body Is a Winner": The Human Machine; My Fabulous Footprint , The Beat Goes On; All Pumped Up , Two Left Feet, Two Left Hands , How Coach Told Me; Bionics Here are our links to the units of Level B: Unit 1 , Unit 2 , Unit 3 , Unit 4 , Unit 5 , Unit 6 , Unit 7 , Unit 8 Here are our links to the Inside books: Level A , Level B , Level C Here is our link to a list of academic vocabulary for Inside: Academic Vocabulary

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Assignment of Contract

Jump to section, what is an assignment of contract.

An assignment of contract is a legal term that describes the process that occurs when the original party (assignor) transfers their rights and obligations under their contract to a third party (assignee). When an assignment of contract happens, the original party is relieved of their contractual duties, and their role is replaced by the approved incoming party.

How Does Assignment of Contract Work?

An assignment of contract is simpler than you might think.

The process starts with an existing contract party who wishes to transfer their contractual obligations to a new party.

When this occurs, the existing contract party must first confirm that an assignment of contract is permissible under the legally binding agreement . Some contracts prohibit assignments of contract altogether, and some require the other parties of the agreement to agree to the transfer. However, the general rule is that contracts are freely assignable unless there is an explicit provision that says otherwise.

In other cases, some contracts allow an assignment of contract without any formal notification to other contract parties. If this is the case, once the existing contract party decides to reassign his duties, he must create a “Letter of Assignment ” to notify any other contract signers of the change.

The Letter of Assignment must include details about who is to take over the contractual obligations of the exiting party and when the transfer will take place. If the assignment is valid, the assignor is not required to obtain the consent or signature of the other parties to the original contract for the valid assignment to take place.

Check out this article to learn more about how assigning a contract works.

Contract Assignment Examples

Contract assignments are great tools for contract parties to use when they wish to transfer their commitments to a third party. Here are some examples of contract assignments to help you better understand them:

Anna signs a contract with a local trash company that entitles her to have her trash picked up twice a week. A year later, the trash company transferred her contract to a new trash service provider. This contract assignment effectively makes Anna’s contract now with the new service provider.

Hasina enters a contract with a national phone company for cell phone service. The company goes into bankruptcy and needs to close its doors but decides to transfer all current contracts to another provider who agrees to honor the same rates and level of service. The contract assignment is completed, and Hasina now has a contract with the new phone company as a result.

Here is an article where you can find out more about contract assignments.

Assignment of Contract in Real Estate

Assignment of contract is also used in real estate to make money without going the well-known routes of buying and flipping houses. When real estate LLC investors use an assignment of contract, they can make money off properties without ever actually buying them by instead opting to transfer real estate contracts .

This process is called real estate wholesaling.

Real Estate Wholesaling

Real estate wholesaling consists of locating deals on houses that you don’t plan to buy but instead plan to enter a contract to reassign the house to another buyer and pocket the profit.

The process is simple: real estate wholesalers negotiate purchase contracts with sellers. Then, they present these contracts to buyers who pay them an assignment fee for transferring the contract.

This process works because a real estate purchase agreement does not come with the obligation to buy a property. Instead, it sets forth certain purchasing parameters that must be fulfilled by the buyer of the property. In a nutshell, whoever signs the purchase contract has the right to buy the property, but those rights can usually be transferred by means of an assignment of contract.

This means that as long as the buyer who’s involved in the assignment of contract agrees with the purchasing terms, they can legally take over the contract.

But how do real estate wholesalers find these properties?

It is easier than you might think. Here are a few examples of ways that wholesalers find cheap houses to turn a profit on:

• Direct mailers
• Place newspaper ads
• Make posts in online forums
• Social media posts

The key to finding the perfect home for an assignment of contract is to locate sellers that are looking to get rid of their properties quickly. This might be a family who is looking to relocate for a job opportunity or someone who needs to make repairs on a home but can’t afford it. Either way, the quicker the wholesaler can close the deal, the better.

Once a property is located, wholesalers immediately go to work getting the details ironed out about how the sale will work. Transparency is key when it comes to wholesaling. This means that when a wholesaler intends to use an assignment of contract to transfer the rights to another person, they are always upfront about during the preliminary phases of the sale.

In addition to this practice just being good business, it makes sure the process goes as smoothly as possible later down the line. Wholesalers are clear in their intent and make sure buyers know that the contract could be transferred to another buyer before the closing date arrives.

After their offer is accepted and warranties are determined, wholesalers move to complete a title search . Title searches ensure that sellers have the right to enter into a purchase agreement on the property. They do this by searching for any outstanding tax payments, liens , or other roadblocks that could prevent the sale from going through.

Wholesalers also often work with experienced real estate lawyers who ensure that all of the legal paperwork is forthcoming and will stand up in court. Lawyers can also assist in the contract negotiation process if needed but often don’t come in until the final stages.

If the title search comes back clear and the real estate lawyer gives the green light, the wholesaler will immediately move to locate an entity to transfer the rights to buy.

One of the most attractive advantages of real estate wholesaling is that very little money is needed to get started. The process of finding a seller, negotiating a price, and performing a title search is an extremely cheap process that almost anyone can do.

On the other hand, it is not always a positive experience. It can be hard for wholesalers to find sellers who will agree to sell their homes for less than the market value. Even when they do, there is always a chance that the transferred buyer will back out of the sale, which leaves wholesalers obligated to either purchase the property themselves or scramble to find a new person to complete an assignment of contract with.

Learn more about assignment of contract in real estate by checking out this article .

Who Handles Assignment of Contract?

The best person to handle an assignment of contract is an attorney. Since these are detailed legal documents that deal with thousands of dollars, it is never a bad idea to have a professional on your side. If you need help with an assignment of contract or signing a business contract , post a project on ContractsCounsel. There, you can connect with attorneys who know everything there is to know about assignment of contract amendment and can walk you through the whole process.

ContractsCounsel is not a law firm, and this post should not be considered and does not contain legal advice. To ensure the information and advice in this post are correct, sufficient, and appropriate for your situation, please consult a licensed attorney. Also, using or accessing ContractsCounsel's site does not create an attorney-client relationship between you and ContractsCounsel.

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Meaning of assignment in English

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• It was a plum assignment - more of a vacation really.
• He took this award-winning photograph while on assignment in the Middle East .
• His two-year assignment to the Mexico office starts in September .
• She first visited Norway on assignment for the winter Olympics ten years ago.
• He fell in love with the area after being there on assignment for National Geographic in the 1950s.
• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
• be in work idiom
• housekeeping
• in the line of duty idiom
• join duty idiom
• undertaking

You can also find related words, phrases, and synonyms in the topics:

assignment | Intermediate English

Assignment | business english, examples of assignment, collocations with assignment.

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Definition of assign

 (Entry 1 of 2)

transitive verb

Definition of assign  (Entry 2 of 2)

• intrust

ascribe , attribute , assign , impute , credit mean to lay something to the account of a person or thing.

ascribe suggests an inferring or conjecturing of cause, quality, authorship.

attribute suggests less tentativeness than ascribe , less definiteness than assign .

assign implies ascribing with certainty or after deliberation.

impute suggests ascribing something that brings discredit by way of accusation or blame.

credit implies ascribing a thing or especially an action to a person or other thing as its agent, source, or explanation.

Examples of assign in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'assign.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Verb and Noun

Middle English, from Anglo-French assigner , from Latin assignare , from ad- + signare to mark, from signum mark, sign

13th century, in the meaning defined at sense 1

15th century, in the meaning defined above

Phrases Containing assign

• pre - assign

Dictionary Entries Near assign

Cite this entry.

“Assign.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assign. Accessed 9 Sep. 2024.

Kids Definition

Kids definition of assign, legal definition, legal definition of assign.

Legal Definition of assign  (Entry 2 of 2)

More from Merriam-Webster on assign

Nglish: Translation of assign for Spanish Speakers

Britannica English: Translation of assign for Arabic Speakers

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Assignation or assignment

| Grammarist

An assignment is a task given to a specific person or group to complete. It can also mean the act of assigning . In some legal fields it can refer to the transferring of ownership of property.

An assignation is the act of assigning or the actual assignment. But it also means a secret rendezvous for lovers, most especially for affairs or illicit relationships. Sometimes this is used to mean a secret meeting or a regularly set meeting, but it would be confusing in this sense to those who are familiar with the standard meaning (see the example below). As a mass noun it can refer to something as being owned or belonging to something else.

Examples The choice has not been made, but it appears the team is more likely to option Orlando to Omaha, rather than designate Dyson for assignment. [ The Kansas City Star ] According to a criminal complaint, Ms Dale, 21, told a detective that Ethan refused to complete the assignment for the first time on 24 February. [ International Business Times ] I vaguely remember seeing images of Delhiites being water-hosed by police while rioting for “Nirbhaya,” an assignation that means “Fearless One,” given to Pandey by the media as authorities would not release her name. [ Huffington Post ] The rare exceptions include a scene in which Shulem follows his wife to an assignation with Félix, slapping his romantic rival to the sidewalk like a petulant schoolboy. [ The Washington Post ] Over the past few months, RPG Enterprises chairman Harsh Goenka, has been having an assignation every other Friday for a few hours. [ India Times ]

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Definition of assignment noun from the Oxford Advanced American Dictionary

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Yarilet Perez is an experienced multimedia journalist and fact-checker with a Master of Science in Journalism. She has worked in multiple cities covering breaking news, politics, education, and more. Her expertise is in personal finance and investing, and real estate.

What Is an Assignment?

Assignment most often refers to one of two definitions in the financial world:

• The transfer of an individual's rights or property to another person or business. This concept exists in a variety of business transactions and is often spelled out contractually.
• In trading, assignment occurs when an option contract is exercised. The owner of the contract exercises the contract and assigns the option writer to an obligation to complete the requirements of the contract.

Key Takeaways

• Assignment is a transfer of rights or property from one party to another.
• Options assignments occur when option buyers exercise their rights to a position in a security.
• Other examples of assignments can be found in wages, mortgages, and leases.

Uses For Assignments

Assignment refers to the transfer of some or all property rights and obligations associated with an asset, property, contract, or other asset of value. to another entity through a written agreement.

Assignment rights happen every day in many different situations. A payee, like a utility or a merchant, assigns the right to collect payment from a written check to a bank. A merchant can assign the funds from a line of credit to a manufacturing third party that makes a product that the merchant will eventually sell. A trademark owner can transfer, sell, or give another person interest in the trademark or logo. A homeowner who sells their house assigns the deed to the new buyer.

To be effective, an assignment must involve parties with legal capacity, consideration, consent, and legality of the object.

A wage assignment is a forced payment of an obligation by automatic withholding from an employee’s pay. Courts issue wage assignments for people late with child or spousal support, taxes, loans, or other obligations. Money is automatically subtracted from a worker's paycheck without consent if they have a history of nonpayment. For example, a person delinquent on $100 monthly loan payments has a wage assignment deducting the money from their paycheck and sent to the lender. Wage assignments are helpful in paying back long-term debts.

Another instance can be found in a mortgage assignment. This is where a mortgage deed gives a lender interest in a mortgaged property in return for payments received. Lenders often sell mortgages to third parties, such as other lenders. A mortgage assignment document clarifies the assignment of contract and instructs the borrower in making future mortgage payments, and potentially modifies the mortgage terms.

A final example involves a lease assignment. This benefits a relocating tenant wanting to end a lease early or a landlord looking for rent payments to pay creditors. Once the new tenant signs the lease, taking over responsibility for rent payments and other obligations, the previous tenant is released from those responsibilities. In a separate lease assignment, a landlord agrees to pay a creditor through an assignment of rent due under rental property leases. The agreement is used to pay a mortgage lender if the landlord defaults on the loan or files for bankruptcy . Any rental income would then be paid directly to the lender.

Options Assignment

Options can be assigned when a buyer decides to exercise their right to buy (or sell) stock at a particular strike price . The corresponding seller of the option is not determined when a buyer opens an option trade, but only at the time that an option holder decides to exercise their right to buy stock. So an option seller with open positions is matched with the exercising buyer via automated lottery. The randomly selected seller is then assigned to fulfill the buyer's rights. This is known as an option assignment.

Once assigned, the writer (seller) of the option will have the obligation to sell (if a call option ) or buy (if a put option ) the designated number of shares of stock at the agreed-upon price (the strike price). For instance, if the writer sold calls they would be obligated to sell the stock, and the process is often referred to as having the stock called away . For puts, the buyer of the option sells stock (puts stock shares) to the writer in the form of a short-sold position.

Suppose a trader owns 100 call options on company ABC's stock with a strike price of $10 per share. The stock is now trading at $30 and ABC is due to pay a dividend shortly. As a result, the trader exercises the options early and receives 10,000 shares of ABC paid at $10. At the same time, the other side of the long call (the short call) is assigned the contract and must deliver the shares to the long.

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What does the Catholic Church teach about immigration and immigrants?

September 9, 2024 Catholic News Agency News Briefs 0 Print

CNA Staff, Sep 9, 2024 / 06:00 am (CNA).

Long a champion of immigrants, particularly those fleeing war-torn countries and impoverished regions, Pope Francis last month delivered some of the clearest words in his papacy yet in support of migrants — and in rebuke of those who turn away from them.

“It must be said clearly: There are those who work systematically and with every means possible to repel migrants,” the pope said during a weekly Angelus address . “And this, when done with awareness and responsibility, is a grave sin.”

“In the time of satellites and drones, there are migrant men, women, and children that no one must see,” the pope said. “They hide them. Only God sees them and hears their cry. This is a cruelty of our civilization.”

The pope has regularly spoken out in favor of immigrants. In June he called on the faithful to “unite in prayer for all those who have had to leave their land in search of dignified living conditions.” The Holy Father has called the protection of migrants a “moral imperative.” He has argued that migrants “[must] be received” and dealt with humanely.

The Catholic Church has long been an advocate and protector of immigrants. The U.S. Conference of Catholic Bishops (USCCB) notes on its website that “a rich body of Church teaching, including papal encyclicals, bishops’ statements, and pastoral letters, has consistently reinforced our moral obligation to treat the stranger as we would treat Christ himself.”

The Catechism of the Catholic Church teaches that prosperous nations “are obliged, to the extent they are able, to welcome the foreigner in search of the security and means of livelihood which he cannot find in his country of origin.”

Popes throughout the years, meanwhile, have expressed sentiments on immigration similar to Francis’. Pope Pius XII in 1952, for instance, described the Holy Family’s flight into Egypt as “the archetype of every refugee family.”

The Church, Pius XII said, “has been especially careful to provide all possible spiritual care for pilgrims, aliens, exiles, and migrants of every kind.”

Meanwhile, “devout associations” throughout the centuries have spearheaded “innumerable hospices and hospitals” in part for immigrants, Pius XII said.

Implications and applications of Church teaching

Chad Pecknold, an associate professor of systematic theology at The Catholic University of America, noted that the catechism “teaches that nations have the right to borders and self-definition, so there is no sense in which Catholic teaching supports the progressive goal of ‘open borders.’”

“There is a ‘duty of care’ which is owed to those fleeing from danger,” he told CNA, “but citizenship is not owed to anyone who can make it across a national border, and illegal entry or asylum cannot be taken as a debt of citizenship.”

Paul Hunker, an immigration attorney who previously served as chief counsel of U.S. Immigration and Customs Enforcement (ICE) in Dallas, agreed.

“States have to have responsibility for their own communities, they have to look out for them,” he told CNA. “So immigration can be regulated so as to not harm the common good.”

Still, Hunker noted, Catholic advocates are not wrong in responding to immigration crises — like the ongoing irregular influx through the U.S. southern border — with aid and assistance.

Many Catholic organizations offer shelter, food, and legal assistance to men, women, and children who cross into the country illegally; such groups have been overwhelmed in recent years with the crush of arriving migrants at the country’s southern border.

“It’s the responsibility of the federal government to take care of the border,” he said. “When the government has created a crisis at the U.S. border, Catholic dioceses are going to want to help people.”

“I completely support what the Catholic organizations are doing in Mexico and the United States to assist people who are there,” Hunker said. “The people responding are not responsible for these crises.”

Latest crisis and legal challenge

Not everyone feels similarly. Texas Attorney General Ken Paxton has launched an investigation of multiple Catholic nonprofits that serve illegal immigrants in the state. Paxton alleges that through the services it provides to migrants, El Paso-based Annunciation House has been facilitating illegal immigration and human trafficking.

A lawyer for the group called the allegations “utter nonsense,” though attorney Jerome Wesevich acknowledged that the nonprofit “serves undocumented persons as an expression of the Catholic faith and Jesus’ command to love one another, no exceptions.”

There are considerable numbers of Church teachings that underscore the need for a charitable response to immigrants. In his 1963 encyclical Pacem in Terris , Pope John XXIII argued that man “has the right to freedom of movement and of residence within the confines of his own state,” and further that “when there are just reasons in favor of it, he must be permitted to emigrate to other countries and take up residence there.”

In the encyclical Caritas in Veritate , meanwhile, Pope Benedict XVI in 2009 acknowledged that migration poses “dramatic challenges” for nations but that migrants “cannot be considered as a commodity or a mere workforce.”

“Every migrant is a human person who, as such, possesses fundamental, inalienable rights that must be respected by everyone and in every circumstance,” the late pope wrote.

Edward Feser, a professor of philosophy at Pasadena City College in California, noted that the Church “teaches that nations should be welcoming to immigrants, that they should be sensitive to the hardships that lead them to emigrate, that they ought not to scapegoat them for domestic problems, and so on.”

Catholic teaching does not advocate an ‘open borders’ policy

Yet Catholic teaching does not advocate an “open borders” policy, Feser said. He emphasized that the catechism says countries should accept immigrants “to the extent they are able,” and further that countries “may make the exercise of the right to immigrate subject to various juridical conditions.”

There “is nothing per se in conflict with Catholic teaching when citizens and politicians call on the federal government to enforce its immigration laws,” Feser said. “On the contrary, the catechism backs them up on this.”

In addition, it is “perfectly legitimate,” Feser argued, for governments to consider both economic and cultural concerns when setting immigration policy. It is also “legitimate to deport those who enter a country illegally,” he said.

Still, he acknowledged, a country can issue exceptions to valid immigration laws when the moral situation demands it.

“Of course, there can be individual cases where a nation should forgo its right to deport those who enter it illegally, and cases where the manner in which deportations occur is associated with moral hazards, such as when doing so would break up families or return an immigrant to dangerous conditions back in his home country,” he said.

“Governments should take account of this when formulating and enforcing policy,” he said.

The tension between responding charitably to immigrants and ensuring a secure border was perhaps put most succinctly in 1986 by the late Father Theodore Hesburgh, who served as chairman of the U.S. Select Commission for Immigration and Refugee Policy that was created by the U.S. Congress in the early 1980s.

Writing several years after the commission , Hesburgh explained: “It is not enough to sympathize with the aspirations and plight of illegal aliens. We must also consider the consequences of not controlling our borders.”

“What about the aspirations of Americans who must compete for jobs and whose wages and work standards are depressed by the presence of large numbers of illegal aliens?” the legendary late president of the University of Notre Dame reflected. “What about aliens who are victimized by unscrupulous employers and who die in the desert at the hands of smugglers?”

“The nation needn’t wait until we are faced with a choice between immigration chaos and closing the borders,” Hesburgh stated nearly 40 years ago.

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Pope Francis warns of toxicity in social media, calls for inclusion in digital space

Vatican City, Jul 18, 2022 / 03:56 am (CNA).

Pope Francis has called on Catholics to counter toxicity in social media, and to engage in dialogue and education to help deal with “lies and misinformation”. 

In a message published by the Holy See on July 18, the Holy Father also called for the inclusion of currently excluded communities into “the digital space”.

Pope Francis addressed this message to the participants of the 2022 World Congress of SIGNIS in Seoul, South Korea. The event is held every four years, and the 2022 Congress  explores the theme of “Peace in the Digital World” both on site and digitally from August 16-19. 

SIGNIS is the World Catholic Association for Communication, an organization whose mission is to “help transform cultures in the light of the Gospel by promoting human dignity, justice and reconciliation.”  

In his message, Pope Francis said, “the use of digital media, especially social media, has raised a number of  serious ethical issues that call for wise and discerning judgment on the part of communicators and  all those concerned with the authenticity and quality of human relationships.” 

“Sometimes and in some places, media sites have become places of toxicity, hate speech and fake news,” the pope added.

He encouraged Catholic communicators to persevere in efforts to counter these, “paying particular attention to the need to assist people, especially young people, to develop a sound  critical sense, learning to distinguish truth from falsehood, right from wrong, good from evil, and to  appreciate the importance of working for justice, social concord, and respect for our common home.”

The pope also drew attention to “the many communities in our world that remain excluded  from the digital space, making digital inclusion a priority.”

In doing  so, Catholic communicators provide a “significant contribution to the spread of a culture of peace grounded in the  truth of the Gospel,” the Holy Father added. 

Pope Francis prayed that “the story of Saint Andrew  Kim and his companions two hundred years ago [may] confirm you in your own efforts to spread the  Gospel of Jesus Christ in the language of contemporary communications media.”

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September 3, 2024

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Deputy Mayor Fabien Levy, Communications:  Good morning, everybody. My name is Fabien Levy and I serve as deputy mayor for Communications for the City of New York. Thank you for joining us for our weekly in-person media availability. 

Keeping New Yorkers safe and making our city more affordable, that's our mission every single day and drives us every single day. That work takes all of us, every agency, every office, every deputy mayor, commissioner and executive director, which is why the mayor has once again convened senior leadership here at City Hall to tell you more about these efforts. 

As always, we look forward to taking your questions and addressing the issues that are top of mind for New Yorkers. So joining us today, we have Mayor Eric Adams, First Deputy Mayor Sheena Wright, Chief of Staff Camille Joseph Varlack, Chief Advisor Ingrid Lewis-Martin, Deputy Mayor for Health and Human Services Anne Williams-Isom, Deputy Mayor for Housing, Economic Development and Workforce Maria Torres-Springer, Deputy Mayor for Operations Meera Joshi, Deputy Mayor for Strategic Initiatives Ana Almanzar, Chief Counsel Lisa Zornberg, and Director of Intergovernmental Affairs Tiffany Raspberry. So I'm pleased to now turn it over to Mayor Adams.

Mayor Eric Adams:  Thanks. Thanks a lot, Fabien. It's hard to believe summer is over. A lot of sad faces on Thursday, kids get back to school. So we're looking forward to a great school year. It just falls in line with the keeping these children safe around the schools. Really happy with the 71 sites that we're going to have for you're late to class today. 

Remind me of me sneaking in the room. The 71 Open Streets, just a good concept to allow the children to play outside and keep the streets safe around the school. And we really wanted to focus on the cannabis shop. Many of them were targeting our young people. You know, some of you covered some of the stories and we witnessed how the colorful packaging really was zooming in on our young people. We're really proud Sheriff Miranda and his team to close a thousand illegal cannabis shops and being able to burn four tons of the illegal product really shows that we started out when we got the authority from the state, the expanded authority, we're zeroing in on this problem. It's so important. 

Two of the shops actually were shut before and they reopened. It just goes to show that it's just a revolving door that we have to stay on top of and that's why police, they were crucial to this operation because it's part of routine patrol to look at those sites that were closed and if they were reopened illegally. We're going to continue to move forward, but we didn't stop on that day. 

On last Tuesday, we had inspected 100 percent of illegal cannabis shops known to us. But every day, we're continually being out there and we're going to make sure that it's going to reach the goal that we want with $64 million worth of illegal products removed off our streets. It is so important. There's still more work to do, 800 pounds of illegal products with an estimated value of more than $1 million on Friday night, we were able to seize. So Sheriff Miranda and his team is really out there doing the job that we're looking forward for them to continue to do. 

We were proud last week, early childhood, and this is a phenomenal feat that is really, I don't think folks really understand the magnitude of it. D.M. Ana Almazar and her team, for the first time ever in New York City, and we say that a lot, early childhood education seats were extended to 100 percent of families who applied to 3K on time. 100 percent of the families who applied to 3K on time received seats, and that is exactly what we stated. And we went beyond that, thousands of families who did not apply on time, we continued to find seats for them, and we found seats for many. And it's a moving target, because people sign up every day, so you continue to make sure it's done correctly. 

And despite that the applications tripled from five years ago, from 14,000 in 2019 to more than 45,000 during this school calendar year, our administration, we met the demand, and with 9,600 additional children who did not apply on time, we're also giving seats with a total of 52,600 seats, just a real awesome task to have accomplished as we continue to move forward. 

When we were at 94 percent, people kept asking, when are you going to get to 100 percent, 100 percent, we said we're going to get there, and we knew we were going to get there, hats off to you, D.M., for making it happen. And it's because we put the money in, $100 million, additional dollars, and we added over 1,500 seats when we identified areas where seats were not located, and the 450 seats for special education. 

We knew we could get it done, and when you add that to what D.M., First Deputy Mayor Wright did, and pushing and fighting in Albany with Ingrid and Tiffany of going up to Albany to decrease the cost of child care from $55 a week for those who make $55,000 or less down to less than $5 a week, this is a continuation of really supporting families in the manner that we believe is important. So it's clear, when our city's safe, affordable, and livable for working class people and all New Yorkers. Fabien, I'll turn it back over to you.

Deputy Mayor Levy:  Thank you, mayor. All right.

Mayor Adams:  How are you?   Good seeing you marching yesterday. 

Question:  We were marching. So today I have my Gen Zer here from the platform, from the Reset Talk Show. He's going to pose the first question. I'll pose the second question. Go ahead, DeAndre. 

Question:  Hello, good morning. 

Mayor Adams:  How are you? 

Question:  I'm great. How are you? 

Mayor Adams:  Good, Good. 

Question:  My name is [DeAndre Dazeer,] I'm with the Reset Talk Show, as J.R. mentioned, and I'm a faculty member of the Juilliard Pre-College and a graduate student at Columbia University. And I mention that because I'm sort of in a dual position of, of course, being in the hot seat as a teacher and being in the hot seat as a student and seeing what's going on. Rachel Wolfe, last week, of the Wall Street Journal, published another statistical retelling of why the American Dream is so out of reach for most people and how it's particularly targeted toward young people because, of course, that's coupled with the fact that a lot of corporations and jobs are taking away the fact that you need a bachelor's education to apply for the position. The fact that housing is so expensive, fear of AI taking over. 

What should I and what should New York be doing, rhetorically, to tell these high schoolers, you should be doing education. Maybe not necessarily college, but there is something for you. I know we've been doing, hey, college isn't for everyone, we all understand that. The kids are very smart and they are aware of that, too. But what is for them? Vocational schools are also, even these days, out of reach. So when, when my students come to my office hours and they say, hey, I'm really struggling because, you know, depression is also up, and I say, well, things worked out for me, just because things lined up and I got lucky. Should I just tell them, flip a coin, so you can flip another coin, so you can flip another coin, and then maybe it'll work out? What more can we be doing, as I mentioned, rhetorically, for these kids? And the second question.

Mayor Adams:  First of all, I clearly realize that you are a college professor. You know, so that's good. But go ahead, J.R.

Question:  The second question is, Labor Day marks or signals the end of the summer. Yes. You know, yesterday was my senior day carnival, festive time. We were all out there, great, great event. But of course, there was a shooting where five people were shot. Could you update us on that and on the families?

Mayor Adams:  Yes. First, I want to answer the question about the future. I think cities should look towards New York and what we are doing, leaning into. We want this to be the A.I. capital of the country. 

The governor agrees, Chancellor Banks, in what we're doing. Instead of being fearful of the future, we should be prepared for the future. And we also realize that there are many jobs that are available that should not require a college degree. DCAS looked at some of those jobs and we removed the college requirement from them. And we are getting ready to take some new bold steps that I think is going to be the first time in the country. 

We're going to finalize how we continue to expand employment opportunities. And we didn't sit back. When we saw Black unemployment and Hispanic unemployment were at levels that were too high. We witnessed a 30 percent decrease in both those areas. We knew that for the first time, Black unemployment was less than 8 percent since I believe 2019. And we know we have to go out and meet people where they are. The team, we have been doing hiring halls where we're going into the community and we're seeing good results from doing so. But we have to remove the barriers that are preventing people from number one, employment, number two, enrolling into college, and number three, believing that because they made mistakes in their lives that they don't have opportunities in the future. And that is our focus. 

Our focus is to be on the ground and finding ways that we remove those historical barriers that have been in place that prevented people from being gainfully employed and receiving the support that they deserve. You should not have to be lucky to be successful in our city and cities across America. And too many people need luck. We want to remove that luck from the dynamic. JR, the parade, really hats off to the crisis management team, local clergy leaders, the New York City Police Department, of just what they did over the weekend, starting with J'ouvert. You know, the team was out there. J'ouvert was probably one of the safest J'ouverts we've had three years in a row. We made some major shifts from the hours to partnering with our on-the-ground team. And all the agencies come out. 

A lot of people don't realize what's taking place behind the scenes. All of our agencies come out, and we have had a real proactive approach. I think they removed 24 guns off the street pre-J'ouvert. So in one of the interviews, the person said he was out, he had his gun, because he was out, he was going to shoot someone that he had a fight, a dispute with. I think the number was 24, 25, 25 things, 25 guns off the street pre-J'ouvert. So we were proactive. This was a well-executed plan. And so some people would say, OK, well, five people were shot. Let's be clear. One nut shot five people, one. You know, we were just in that area. And so when you look at that one person who we're going to find that shot five people, you removing from the equation, you got hundreds of thousands of people that were out this weekend and really heard the call of a peaceful J'ouvert and a peaceful West Indian Day parade. So really, hats off to the teams. 

And our hearts go out to the family members. I know one person died. We go out, our hearts goes out to the family members, because you come out to celebrate. You don't want to come out and have that violence that we've seen in the past. That parade has always attracted a small element of people that wanted to commit violence. But we showed that if we come together, we can prevent that. And hats off to all those who were involved.

Deputy Mayor Maria Torres-Springer, Housing, Economic Development, and Workforce:  Mayor, can I just add a couple of things on the future and jobs here in this city? Thank you for your question. What I'd like to add is that whether you're a student or someone coming and hoping to work in New York, you don't have to roll the dice, because we are not and we have not been in terms of strengthening the type of economy that we have here. And it doesn't just start with college graduates. We've made record investments in our young people. So just to name a few, record investments in programs like Summer Youth Employment Program. We have a moonshot goal for apprenticeships of more than 30,000 by 2030. And we are more than, we're close to halfway there, just a few years in. 

The mayor mentioned we've had 26 hiring halls to bring resources to the people of the city across the five boroughs, connecting close to 9,000 to jobs. And I think the proof is there. We have record high private employment. And if you look at study after study of where college graduates are going, where tech workers are relocating, at the top of the list is New York. And so our job across city government is to, as the mayor mentioned, take luck out of that equation. And that starts with making the type of generational investments across different institutions to give everyone a fair shot. 

Question:  Mr. Mayor, how are you doing? 

Mayor Adams:  Good. How are you?

Question:  Good. Two questions for you. Did you watch the confirmation hearing of Randy Master last week? And do you have any updates as far as, are you going to wait until the vote plays out? Or are you going to pull the nomination? Do you have anyone else in mind if he's not approved? And just back to the parade. Was there any lessons learned or anything you think the NYPD could have done better, could have prevented the isolated shooting?

Mayor Adams:  First with Randy, my job is clear. He and I spoke over the weekend, had a great conversation with him. Just a great New Yorker. And probably one of the best attorneys we have in the country. And you know, you don't, we're not a halfway team. We're all in. My job was to bring the best qualified candidate for the people of this city to represent us during some very challenging legal times that we're in. And we did that. 

Hats off to the editorial boards who all looked at his credentials and said, listen, this is the right guy for the right time. And so I did my job. Now in the process must go to the City Council to vote. And they will do their job. You know, I say this over and over again. That's the system we are in. And I'm pleased with our democratic system. The system calls for the different branches of government to do their job. And I did my job. I'm looking forward to him being confirmed. 

And when you come to the West Indian Day weekend and the entire team that put on the operation, you said, was there anything that we could do? How do you stop a nut from taking a gun, shooting it to a crowd of five people? We were proactive. 25 guns removed off the street just in those small days. 25 guns. No telling how many shootings we prevented. These random acts of violence. We had the police coverage there. There were new things that they did. I don't know if many people noticed, but there was an additional corridor of lanes that they implement now in our parades. So it's no longer that we have to move rapidly. There's a space for police officers to do it. So they did their job. The crisis management teams and the clergy leaders did an amazing job. Again, you remove that one shooter who shot five people, you have a parade that probably never witnessed that level of safety that we saw before. And just a quick follow-up. Yes.

Question:  On the Mastro hearing, do you see any lessons there for the Council's desire to have a larger say over Advice and Consent over more positions? Do you feel like there's any, after watching the hearing, do you have any more trepidation about that proposal, I guess?

Mayor Adams:  I think that I don't want to conflate the issue. I want the Council to continue to see that this is a qualified person. And if anyone walks out of the room after looking at his credentials and say that he was not qualified to be the corp counsel, I find that surprising. And so it's important for them to do their job. And long before any legislation was introduced, Ingrid was communicating with the councilmembers, And I take my hat off to him. He knew it was going to be tough. But he said, listen, I believe that I've served the city well. And I'm going to move forward.

Question:  Mr. Mayor, just following up again on the West Indian Day parade. I know you talked a lot about the preparedness this year. Is there any way to prevent that one shooter, because one shooter can hurt five people and kill one. And also, back on the Mastro situation, do you feel like councilmembers treated him unfairly? There were many instances where councilmembers would cut him off and not let him finish his thought or his entire statement. It kind of seemed like their minds were mostly made up already.

Mayor Adams:  I don't know if many of you remember, I saw this comment on how we communicate with each other. And we do it all the time in the street, on how we should communicate. I told you, I was not happy with how Melody, a long-term civil servant, how she was talked about. I was really not pleased when Tiffany went in to speak. We just should not talk to people in a discourteous fashion. You could ask tough questions, but people are watching us, and we should have a level of decorum. And I just think that not only for Randy, but for anyone that comes in to testify, we should show a level of decorum and professionalism on how we interact with each other. And I've noticed that on a couple of times, and I just don't feel that's how we should treat each other. 

On the side of our police cars, the CPR, that should be on the side of every building. Courtesy, professionalism, and respect, we should always display. But again, I did my job. It's time for the City Council to do their job.

Question:  Mr. Mayor, this morning, [Dr. Quaden] from Doctors' Council, the senior, was on with [Kaziah Glow] on what's going on, and she expressed major concerns about the city's Health and Hospitals Corporation directive that physicians cut their time with patients from 40 minutes to 20 minutes for primary care visits. 

[Dr. Quaden] specifically pointed out that because the city's hospital takes all comers, that would be people that are sanctuaried in, paroled in, maybe never have seen a primary physician, or the uninsured people that are on the radar, that this really puts the doctors in the position of not being able to do the job they know they need to do. This, of course, happens while they're at the table right now, still haven't found a new contract.

Mayor Adams:  Yes, I'm not quite sure why Health and Hospital made that recommendation. You know, I'm not a physician.

Deputy Mayor Anne Williams Isom, Health and Human Services:  Yeah, it's so that they can get in more visits. So starting in the fall, all primary care visits for new patients will go from 40 minutes with the doctor to 20 minutes, and this will allow us to book more patients who are new to the system for their first visit. So we think that this is actually going to be a good thing, and it's going to allow us to see more people. We're going to be adding more physician assistants to take over things like prior authorization and care team management. So I think, I know that the negotiations are difficult right now. We're looking at that. We're trying to come to a conclusion, but we think this is going to be a good way to serve New Yorkers. 

Question:  You do understand the doctors are saying that they should have been consulted. They're the people with the license and are responsible. They're the people with the license and are responsible for this issue because this humanitarian crisis was not in the city's making, and yet what's happening as a consequence of being overloaded is you're cutting down that face time, and the doctors say it's going to add to the stress in their day. 

Deputy Mayor Williams-Isom:  Oh, I think we disagree a little bit, and we think that the length of the appointments hasn't been necessarily decreased. These visits have been 20 minutes for a long time, so now just making sure that we're able to get more in and working together and to make sure that we’re seeing New Yorkers.

Question:  Mr. Mayor, on Mastro again. You just said you're looking forward to him being confirmed. It seems highly unlikely, but mildly, that he's going to be confirmed. Your team has spent months trying to make the case to the Council. They're not bending to it. If you still have faith that he could be confirmed, are you going to change anything in the strategy in how to communicate with the Council, how to try to convince them that he is the nominee that should be confirmed?

Mayor Adams:  I did my job. Now it's time for them to do their job.

Question:  Just to follow up to the shooting. Any word on a motive? Was this gang related? Were the people who were shot, were they intended targets? I know one victim I believe is 64 years old. 

Mayor Adams:  No. I communicated with NYPD this morning to try to get an update. The age ranges. Sixties. It just didn't appear as though… it's not the normal profile of gang members. So we're not sure at this time. As soon as we get an update, I know that NYPD is going to give an update to find out exactly what happened. But we're going to find this person that's responsible for it. 

Deputy Mayor Levy:  Just to be clear, mayor, you're talking about the age ranges of the victims. The victims.

Mayor Adams:  Yes, the victims.

Question:  Hi, Mr. Mayor. How are you?

Mayor Adams:  Good. What's happening?

Question:  Getting back into it. Following up on the West Indian Day Parade, just another thing. 

Mayor Adams:  I'm sorry, the what? 

Question:  The West Indian Day Parade. Ethan asked before, is there anything that can be done to prevent these one-offs, as you said, a nut job doing these things? Has there been any consideration of possibly cancelling parades like this if it continues to have violence? Typically there's something that possibly happens every year. 

Secondly, on a different note, probably for anyone who's asked this, the Post reported today on asylum seekers kind of clogging up the criminal justice system. It seems like a lot of low-level arrests, but they're in the court system. Is your administration doing anything to track these arrests when they're in the shelter system? What happens if somebody gets arrested? Are they allowed to go back into the shelter or is it waiting for a conviction? What is the process?

Mayor Adams:  First, the parade. We don't surrender to crime. If someone does something to stop the Thanksgiving Day parade, do we stop the parade? Do we say all of a sudden don't do the Thanksgiving Day parade anymore? The cities won't be held captured by the numerical minority that participate in criminal behavior. We seek them out. We hold them accountable. It's imperative that the other parts of the criminal justice system don't allow them to be recurring violence in our city. 

Yes, the parade has had a history of violent encounters, but we can't say that about this weekend. J'ouvert was one of the safest we've ever witnessed. We would have had the same with this parade if we didn't have this nut job that shot five people. It goes to show you hundreds of thousands of people converge on that community. Many of them come from the Caribbean diaspora. It is an economic boost from hotels to food to material that's purchased for the costumes. It is an economic boost to our economy just as the Thanksgiving Day parade is and the other big huge parades. So the festivities as part of the city, the Police Department did the job of keeping New Yorkers safe. We're going to continue to do that.

Deputy Mayor Williams-Isom:  On the second part, I was just going to say as a proud ancestor of Trinidadians, I know they would be in their graves if we were ever going to stop that parade. I remember coming when my mom first came here. It was so important to her to take us from Queens and to pack us up and put us on the subways and to be able to go to see and to experience part of our culture. But can I speak about migrants? Okay. So I so Camille might want to jump in, but I think in terms of the shelter, we don't say that you can't come back into shelter because you've gotten arrested. 

I certainly am not tracking the amount of arrests that happen. I'm sure that there is a lot of arrests that happen for a lot of different groups that come here, especially groups that might not be able to work. So I think what I'm spending my time focused on again, the Camille or the police may have a different perspective, is how do we get people connected to their asylum applications? We've done over 67,000 I think applications so far and we're continuing to do that. We want to connect people to their community based organizations so that we can get them connected to work, get them out of shelter. We've been really proud that over 150,000 people have made their way out of shelter so far, Craig. So that's what I've really been focusing on.

Camille Joseph Varlack, Chief of Staff to the Mayor:  I think I would just very quickly I would add, I echo everything that D.M. also said, but there is a code of conduct in these locations and if individuals are in violation of that then they are dismissed from our care.

Question:  Yeah, good morning everyone. Mr. Mayor, how are you? 

Mayor Adams:  Good, how are you? 

Question:  Again, following up on the parade there were so many adjustments made to the Juve celebrations where there were now floodlights and there were barricades put up for an orderly process. Would something like that be considered for the safety of the parade itself? Would you consider shortening the parade or ticket the parade, you know, not cancel it, but make some adjustments to the parade to hopefully weed out anybody, you know, with a gun or a weapon. 

And second question, have you made any progress regarding phones in schools? Will that be announced before the school starts or during the school year? Where are you with that? 

Mayor Adams:  Yeah, I'll talk about the parade first. We always evaluate because remember when we came into office, J'ouvert was all night and I said there's no reason for no one should be out all night, you know, and people pushed back on us. We modified it and the results are clear. That modification made it safer and then when you, I don't know if you guys caught, we said we took 25 guns off the street pre-J'ouvert. You know, a few probably one or two during the parade. That is what you call proactive, using intelligence, using the right amount of police presence, and we had a call of, what was it, Saturday? Saturday, where there were some electors that said that we were being too heavy-handed.

Ingrid Lewis-Martin, Chief Advisor to the Mayor:  And let me just add this. After every parade of that magnitude and scale, there's a decompression strategy. So NYPD, a number of people from the community, a number of people from our different agencies will sit down and have a discussion on what additional means, if any, are necessary. But as the mayor said, it's really difficult to single out an individual who has done something of that magnitude and scale. 

If it were gang related, for sure, and we knew we could say, okay, it's gang related and we can look at gangs more closely, but we really don't know, so we have to do an assessment, which the team will do, and they'll talk about what worked this year, and what steps we can do better. 

And, mayor, may I remind you, all of the stuff that was implemented started from Borough Hall. You actually started having all of those meetings as the Borough President, and had a discussion about what was necessary, and then you took it to the next level. So it's an unfortunate incident, but as Anne said, this parade is very important to a number of us. Almost a number of us on this stage are of West Indian descent or culture. My family is Beijing and Panamanian. Camille, Trinidadian. Sheena, Jamaican. I mean, the list goes on and on. We are Chinese. And this parade has been, this is the 57th parade, and even if you look at it historically, I don't believe that there's been 57 incidents. It's unfortunate. It's a high-profile parade. It's the biggest parade in the city. It drives in the most money economically for the city. So these things happen, but we have a great team, and we will do an assessment, and whatever we can do to address it, we will.

Question:  Given that you wand people that are participating in J'ouvert, would you consider something like that? 

Mayor Adams:  I'm sorry? 

Question:  You wand people, they have the locations during the J'ouvert march. Would you consider something like that?

Mayor Adams:  That's a great question. And what we found through the years, and when we look back and do an analysis of what works, what doesn't, in previous years, it was amazing how many shootings took place off the parade route. It wasn't on the parade route. And so when you look at the length of the parade, and when you look at the number of people and the police personnel, you have to, how do you manage your personnel? 

Because remember yesterday, not only did we have that large parade with thousands of officers assigned, we had 7,000 people walking through the streets with flares and smoke bombs that we had to respond to also. And that attracted many people. We've arrested four people. Three of the people we arrested were not from New York.

Deputy Mayor Levy:  Just hold on one second. I just want to point out, Juliet, a couple of things also. So this year on the parade route itself, while the mayor talked about proactive, they took off ten guns off the parade route itself. That's more than last year. Remember, that's in context of over 18,000 we've taken off the streets since the start of this administration. If we hadn't done that, there'd likely be more shootings on our streets. 

We're passing stricter gun laws in this city than anywhere else in the country. If we didn't do that, there'd likely be more shootings. We're going after gun traffickers. If we didn't do that, there'd be more shootings on our streets. So there's a lot of proactive stuff that the mayor didn't even mention here that the NYPD is doing here.

Question:  Just on the phone question… 

Mayor Adams:  Yes. Nothing has changed from I think last week, was asked, we have to get it right. What I don't want to do is to implement and then change. And there's a lot of strong feelings around this. Trust me. But making the right decisions and making sure we can get it right is what we're doing. We're looking at best practices in other schools who have banned [cell phones]. There are schools who have banned already. We want to get it right. 

I think that our model is going to be able to help the entire country with a larger school system. But we've got to get it right. I'm not there yet. When I feel we've got it right and I've done enough research, I've got enough buy-in and engagement, then we will make a decision on moving forward. Trust me. As soon as we do it, all those people who are saying we should do it are going to be jumping up and down saying, what are you doing? Why are you doing it? I have a master's in the public administration, but I have a PhD in New Yorkers.

Question:  I want to ask you two questions. Today Linda Sun who previously worked for Governor Hochul and Congresswoman Grace Meng who was indicted by the Eastern District as an agent for the Chinese Communist Party. I know you traveled to China multiple times with Winnie Greco, a current staffer whose home was all surveyed by the same federal entity. She was just a volunteer in the Brooklyn Borough President's Office. 

I'm curious, what kind of due diligence did you do on those trips to ensure… I know you visited all over the country. I know she had a lot of connections there. What kind of due diligence did you do and do you do now as mayor to vet both your staff who maybe has connections to various foreign governments, whatever the connections may be, and even when you're traveling? 

My second question, I know you praised some of the editorial boards for their support of Randy Mastro. A few days ago, the New York Post editorial board characterized what the City Council's 11-hour hearing as an attempt at lynching. I didn't know if you agreed with that characterization of what you call as part of the process.

Mayor Adams:  I don't quite understand that. I've answered this question over and over again. I did my job. Put up the most qualified candidate to be the Corporation Counsel as we deal with these challenging times and legal issues. It's now time for the City Council to do their job and confirm Randy. I think it will be a win for our entire city. We're going to have one of the most qualified, well-diverse and well-rounded legal minds to protect the city. 

[Crosstalk.]

Right now, I want the Council to vote and confirm Randy. I think that those who are outside observers and saw what happened, they're going to weigh in on what took place. My job is to put up the best candidate, and that's what I did. We do our due diligence to look into the topics that you just mentioned

Question:  [Inaudible.]

Ingrid Lewis-Martin, Chief Advisor to the Mayor:  You don't take a trip unless it goes through conflict of interest. If they approve it, then we assume that it's fine. This is all new. We never knew about people being agents of the government. That was never brought to our attention. When we go on a trip, anyone on this panel, it goes through legal, and it goes through conflict of interest. If they approve the trip, we think that it's legal. We're not lawyers.

Question:  I have two questions. Number one, the school is going to be open tomorrow.

Mayor Adams:  I'm sorry.

Question:  The school. 

Mayor Adams:  The school is Thursday, right? Today is Tuesday. Okay, is it tomorrow? Okay. Yeah. I'm sorry.

Question:  The COVID is spreading all over. Is there any guideline for students? Because there is no guideline for masks now, and then the parents, they need to have some kind of guidance in order to protect their kids, number one. 

Number two, there is [inaudible] yesterday, which is all new New York taxis must be wheelchair accessible. What is the city position on this?

Mayor Adams:  Okay. I didn't get that. The second question?

Mayor Adams:  Taxi, wheelchair accessibility. Got it. Camille, you want to go into the schools, or Anne in the COVID? 

Deputy Mayor Williams-Isom:  I bet you we're going to say the same thing, which is that there is no real new guidance, because this is going to be our new normal, and that we want people to go out. The vaccines are available. You can go on Vaccine Finder, or go to your local pharmacy and make an appointment. 

We think everybody definitely should make an appointment and get an updated vaccine, and if you're not feeling well, if you have sniffles, if you don't think, you should stay at home so that we're not spreading it, because I think it's right. We're all back. I read an article today. We're back at work. We're back in restaurants, right? Everybody's having a good time, so we just have to make sure that we're taking those precautions, and the same thing for kids as they're going back to school.

Question:  What about the masks?

Deputy Mayor Williams-Isom:  No masks. I think people, go ahead, Camille.

Joseph Varlack:  We follow the CDC's guidance, and the Department of Health will work in partnership with New York City Public Schools and make sure that the families, the teachers, everyone, all of our professionals have the right guidance.

Deputy Mayor Meera Joshi, Operations:  I'm happy to. The order that came out recently was in relation to a settlement that was reached over a decade ago at the end of the Bloomberg administration, where the Taxi and Limousine Commission agreed to ensure that half of the yellow medallion taxi fleet would be wheelchair accessible. 

A lot has changed since then. Number one, one of the biggest changes has been during the interim period we have extended wheelchair accessible requirements to the entire industry so that's over 80,000 to 100,000 vehicles, that's Uber and Lyft, and they're required now to pick up people that ask for a wheelchair accessible vehicle within a period of time. Usually that's less than ten minutes. There's nowhere else in the country that you will get on demand wheelchair accessible service at those levels, and that's a level that we're constantly working to improve. So it's been an absolute life-changing policy change for people that use wheelchairs to get to where they need to go, work, class, social commitments, and not have to be at the mercy all the time of Access-A-Ride. 

On the taxi side, we've worked very well to ensure that we meet the 50 percent accessibility requirement. TLC is a regulator of a private industry, the medallion industry. There's been a lot of changes there, and the accessible vehicles are much more expensive than standard vehicles, so the TLC has set up reimbursement programs where sometimes up to $30,000 is given to the medallion owner to help them purchase the vehicle, and additional money is paid to everyone who drives an accessible vehicle, as well as extending the retirement dates of those accessible vehicles. 

Because it is a market, not a service that we provide directly. There has been less interest in bringing on new medallion taxi cabs that are accessible, and as a result we don't have 50 percent of the accessible active taxis that are 50 percent of our accessible, of our fleet that's accessible. We do have thousands and thousands of accessible taxis, which is so much larger than what the state was in 2013, where it was a handful. So we're going to work with the industry to ensure that every new hack-up is to an accessible vehicle. The only difference between today and yesterday is that previously the medallion owners basically was every other hack-up would be accessible, and now to accelerate the conversion, it'll be every hack-up until we reach 50 percent of the active.

Question:  Mr. Mayor, thank you for taking all these questions on the parades. I do think it's an important issue. Someone gets killed, shot to death, you know, 2:30 in the afternoon, and you posed a question to us, what compels someone, and could it be, right or wrong, that someone thinks it is fine to go get an illegal gun, carry it illegally, there's a low likelihood they'll be caught, and if they are caught, the punishment will be so light, and that they can actually use it. Do you think that that is the case? People do think that the punishment is simply not there, or the balance is in favor of using that gun? 

And then just secondly, I was at the security briefing with Chief Maddrey. A lot has changed since I went to the parade like 10 years ago. I live in Crown Heights, and like the wanding, for instance, and you have the drones, but what else then can there be done? It sounds like you're saying you're doing everything you can. Is Strategic Response Group involved in these plannings as well, I guess the better question is?

Mayor Adams:  I'm sorry?

Question:  NYPD Strategic Response Unit, I know they're only for protests, but when you're seeing violence like this, are they brought in in the parade planning?

Mayor Adams:  I think the best person I can answer that is chief, Commissioner Caban, and Chief of Department Jeff Maddrey on who they pull in. I know a parade of this magnitude and some of the history, everyone is in the room coming up with real good ideas and solutions, and those ideas and solutions got us to where we are now. 

We found that we were responding too slowly to get guns before they get on the route. That's why we got 25 guns off the street and 10 along the parade route. So our response has always been what happened, as Ingrid indicated, what happened the year before, what can we do differently? And you see a different modification each year, different evolution. We'll do some different things this time around next year to make sure that we just continue to stay ahead of the bad guys. 

But I think you alluded to something that I think is important. There is an energy out there that the criminal justice system is not willing to hold people accountable when they are carrying possession and using guns. It's just become a revolving door. And I think we need to be very serious about dealing with those people who have repeated actions of violence in our city. They need to be held accountable.

Deputy Mayor Levy:  I would also add, Dan, NYPD just sent me these numbers. There were 74 shootings in August, which are obviously 74 too many, but 74 shootings is the lowest number in the history since NYPD has started tracking these numbers. 

Question:  What is that number? 

Deputy Mayor Levy:  Shootings in the city of New York. In August. They are doing a lot of proactive work. Obviously 74 is still too many. We don't want a single person shot in the city. But their proactive efforts are working right now. 

Mayor Adams:  There was a high belief that this was going to be a challenge in July and August. What Fabien just said, D.M. Levy said, the 74 is the lowest in history for the city.

First Deputy Mayor Sheena Wright:  Safest August.

Mayor Adams:  Safest August in gun violence in the history of the city. 

Deputy Mayor Levy:  Recorded history. 

Mayor Adams:  Recorded history, right. I don't know what they were doing back in the 1800s. I think that what we really failed to do, one day we have to just say thank you NYPD. One day, one story needs to be thank you NYPD. These men and women, when those shots went off yesterday, they didn't run away from the shooting. They ran toward the shooting. There's something that is special about people who are willing to put their lives on the line to protect other people that they don't even know.

Joseph Varlack:  Just to add to that, I think someone alluded to it earlier today. It wasn't just NYPD. In real time, you had the God squad. You had so many other nonprofit organizations, volunteers, even elected officials who were in real time identifying where the temperature may have been turned up at a particular block and they needed to deploy some additional resources to try and pull things down. They were all moving as quickly as they can in real time communicating with each other to try to be responsive to what was happening. Not just NYPD, but a shout out and thank you to all of them as well. 

Mayor Adams:  Hi, Mr. Mayor. On the 3-K front, two questions. On the 3-K front, when do you imagine you'll be able to say 3-K is universal the way we talk about 4-K as being universal? 

Secondly, in February, after it was reported that the Knightscope K5 robot was no longer being deployed in the Times Square subway station, you guys said that you were looking for a new place for it to be deployed. I'm just curious how that thinking is going and whether you foresee it having a useful place in New York City.

Mayor Adams:  Camille, You want to do the universality?

Deputy Mayor Ana Almanzar, Strategic Initiatives:  I'll take the 3-K. As the mayor mentioned in the opening this morning, we have made offers that are unprecedented to the entire history of 3-K. We made more offers than ever before. This year, the number of applicants was triple from that of 2019. It went from 14,000 to 43,000 or so. Of that, today we can say that we offer 100 percent of the families a seat for those who applied on time. 

We also offer, and the mayor mentioned this, 9,600 families who didn't submit an application on time a seat this year. We do have a number of them who are waiting. We're working on those families day in and day out to make sure they find a seat. Working with providers as well to make sure that they work off those waiting lists. As families accept those seats from the waiting list, we can move those families who are waiting for a seat into those spaces. 

We also work with New York City Public Schools to make sure that as of today, we have made offers to 52,600 families throughout the entire system just for 3-K. And we're talking about a system entirely for early childhood that's over 150,000 families. That's the size of a city, I would think the  mayor would say, throughout the entire system. We do work day in and day out with our teams from ACS, HRA, DOHMH, New York City Public Schools to make sure that all the changes that we can make to the system adjustments are made throughout the system. 

We know there's work yet to be done and we are working together to make sure that happens as well as I work with the City Council in looking at every single corner that we can change and adjust and bring more funding as we did for our special ed seats, the 25 million extra in addition to the 25 million that was there, 50 million total, for this year. And looking at the system and seeing that we initially had a prediction of 300 seats for our early childhood education special ed and we're able to start opening 450 of those and looking at it throughout the entire year to make sure those kids with special needs as well find the seats when they come in looking for it.

Question:  As far as universality is concerned. 

Deputy Mayor Almanzar:  We are engaging as part of our 10 year plan with a group of advisors from the system that are not part of New York City Public Schools or the city itself and looking at every possibility of what we can do to make sure that we offer seats to every family that needs one and that applied on time.

Mayor Adams:  We came a long way. 14,000, 2019. 14,000, 2019. Hats off to former Mayor de Blasio for understanding how early childhood education is crucial, but from 14,000 to 52,000 there's an evolution and we are very much moving towards that evolution of accomplishing that task and we're looking forward to doing that.

Question:  And on the K5 … 

Mayor Adams:  Yeah. We have it in a new assignment. Once it goes through its pilot we're going to respond to that but it has a new assignment right now. 

Mayor Adams:  You said teach another robot?

Mayor Adams:  We have it on a new assignment and I want that assignment to be able to play out. You know we have it on a new assignment and once it goes through the pilot we roll out exactly its new assignment. 

Question:  Hi mayor. Sorry to be late to class. I do have a more substantive school question but a quick button on parade first. Just for our knowledge you talked about the resources being brought to bear the prevention, the 25 guns for J’ouvert and then moving into Carnival. Is there any other parade or event where you have to bring these sort of resources to bear and then again I did have a school question after that.

Mayor Adams:  Yes. You would be surprised. Some of the parades you think are without any additional resources one of the most peaceful parades call for some of the greatest level of resources because of the external factors that are involved. But yes, many of these parades you have to have a great deal of resources. 

Even if you look at the celebration we do on New Year's. We wand people. That's a huge amount of resources. This year we had to change the Israeli Day Independence Day parade. That took an awesome amount of resources because of the external factors. So yes. We look at the events and then we make the determination of the resources we need. 

Now what I'm pleased about when my first year I made it clear that we were not properly deploying our resources and many of you who have attended these parades you will see along the block every three feet you'll see a police officer. That was just a waste of manpower and we cut that down. If you did the Western Indian Day parade you saw a different deployment of police officers they were able to respond faster to incidents. 

There was an incident when we were crossing I think Nostrand Avenue that there was a fight three or four people were fighting and the police officers were able to get there quickly stop it from turning into a large event. As Camille pointed out we're using just some good tactics that a lot of good intel, a lot of the crisis management team, a lot of our clergy, a lot of our nonprofits but yes. All of these parades are unique and there's a different level of resources and other parades call for more resources believe it or not than this parade does.

Question:  On schools I wanted to read you two sentences from a public school teacher in Gowanus who posted on Nextdoor. “Many of my students are currently in shelters which means they do not have the school supplies are in reach for them.” She goes on to ask for things like sweaters and pencils and sensory tools. I mean really basic things. We know the shelter system has exploded because of the migrant crisis and the city has pledged to educate all of those kids. 

So all of that being considered, is the city in your view doing enough to support teachers with these kids that are just coming to school without exaggerating with nothing and are the teachers then able to focus on the kids that do show up with everything but they're so busy with the kids that have these very real needs. Is the city doing enough?

Mayor Adams:  I always say everyone knows that Tracy was a former teacher and principal that if teachers only had to teach children one and one equals two, it would be a great day. But the reality is by the time these babies get in the classroom their needs are so great. Some of them are dealing with just the stress of getting to school, of not having some of the basic supplies that many of us took for granted, of just having that nice backpack with a ruler and stuff to write with. 

The reality is everyone needs to chip in. Hats off to that individual who posted what they're doing and hats off to those principals. We have a lot of principals and teachers who have volunteered and stepped up to the moment. Every New Yorker can do something. We have organized, participated with backpack giveaways throughout the entire year. That goes a long way when you give a child a backpack and have some of the basic supplies that the family members won't have to go in and purchase particularly in the shelter.

So this is a real call for all New Yorkers that when we go into buy for our children to start school pick up three or four different items and drop them off to the shelter. Buy that windbreaker. Buy that pair of sneakers. We have spent 5.6 billion dollars on this crisis. We are all going to have to step up and help. Whoever that individual is that posted that, I really thank them and others should follow her lead because that's what it's going to take.

Deputy Mayor Williams-Isom:  Mayor I want to say last Thursday we had the Episcopal Bishop, Bishop Matt Heyd and we had the Interfaith Council. We have Ruth Messinger and District Three. There's so many people who have been stepping out. They gave out 5,000 backpacks last Thursday to kids and there's just been a lot of again faith based organizations, community based organizations who have been stepping up and doing that, parent association councils at the kids schools so I think your point is exactly spot on.

First Deputy Mayor Wright:  I want to go back if I can and just address two things just to put some things in perspective. There's been a lot of questions certainly about the parade and the police response but just put into perspective we have 35,000 police officers when fully staffed. Hundreds of thousands of people at one parade. Tens of thousands of protesters across the city in addition to regular police work every single day and trying to keep 8.9 million New Yorkers safe. That's huge in terms of the work that's done every day and as Camille pointed out we do it in partnership with the community so I think that's really important to keep into perspective. 

The second thing in terms of perspective is around early childhood education. We just had the Olympics and you get points for degrees of difficulty with diving and gymnastics and it's easier to get 14,000 people in seats than 52,000 and if you have a false, if you say universal is a specific number you missed the point. If people need it do they have it and that's what we're aspiring to do.

Question:  Hi Mr. Mayor.

Mayor Adams:  How are you? 

Question:  My colleagues have a follow up to this investigation they've been doing on 700 women who filed lawsuits under the Adult Survivors Act against about sexual assault and rape that they experienced at Rikers and what they've shown in a story today is that at least five of them are still, five of the guards are still employed by the Department of Corrections and three are actually still working at the women's jail. 

I wanted to see how you respond to that and what actions you think the city should take, should these people still be working at Rikers for example or should they even still be employed, should they be put on some kind of leave until the Law Department completes its review and will the city initiate a separate investigation apart from what the Law Department is doing?

Mayor Adams:  I think that, right, in the Law Department and the Department of Corrections the Commissioner of the Department of Corrections will have determination on how to move forward. I just saw that story. It is there. We have to allow investigations to take their course that's important but you don't want to keep people in harm's way and the Law Department and DOC will make that decision.

Question:  Hi, how are you doing? 

Mayor Adams:  How are you? Good. 

Question:  I have a question, Elizabeth Street Garden is still an issue it seems and the [inaudible] date is September 10th so I'm wondering when you are planning to go there to see for yourself what this garden or park actually looks like? 

The second question is I was there yesterday and I was talking to the seniors that live in section 8 housing next to the garden and they are devastated because it seems like they're going to lose their courtyard. They've been living there for 42 years they're old American Italian residents and they feel like the city has not communicated with them at all and listened to their concerns.

Mayor Adams:  We had a great meeting with those who are advocating for the garden to remain there and not the 100 percent senior housing. It was great to have my girlfriend Norman Siegel who was representing them and so it was a good healthy conversation. 

I'm going to stop by and see the garden as I committed to and told them I would do and the Deputy Mayor Maria Torres Springer is going to do the follow up conversations and then we will be able to announce based on what happened with that. We know there's a lot of passion on both sides of this issue just as there's passion with Jacobi Hospital building. There's passion in Susan District for the shelter. There's passion wherever. Wherever we build housing there's passion. 

But I cannot make it any clearer to New Yorkers. I have two primary goals in the city. One, the city must be safe. Must be safe. Two, I have to make sure people are housed. That's it. Everything else is a luxury and if we can find ways to find win-wins as we accomplish these goals I'm more than willing to do so. I sit down with people all the time and say show me how do we get to a win-win that I could keep us safe and I can house New Yorkers and I don't believe the false premise that housing in green space cannot co-exist and open space cannot co-exist. I don't believe that. It can co-exist and that's our goal to do so. 

I got 60 something thousand people living in the shelter, 150,000 migrants and asylum seekers are going to be looking for shelter and I get calls every day, all day of seniors who are in tears because they don't believe they will have a roof over their heads. I got to put New Yorkers in housing and by doing so I'm often the bad guy for doing so but I got to do it. I got to get it done.

Question:  Right, but it seems like … 

Mayor Adams:  Hold on, let her finish because she's always in the back.

Question:  It just seems like there's another property on Howard Street. 

Mayor Adams:  I'm going to need that also. I'm going to need that property and more. This is what many people are not fully embracing. When we talk about housing, people often say well why don't you move it down the block and I keep trying to tell people I need that property down the block too. I need the property down the block. 

I have the city agencies doing analysis of every piece of real estate we have that we can build on top of. We're looking at parking lots that city agencies have that we can build on so it's not like okay if you don't take this spot we're going to give you that spot down the block. I need that spot too and I often say thanks for letting me know about it because I may have missed it because I need it. We have a 1.4 percent vacancy rate folks. Why is this not resonating with people? 1.4 percent vacancy. I got to put New Yorkers in housing. I don't think anyone in this room is homeless.

Question:  Good, how are you?

Mayor Adams:  Good. 

Question:  Tompkins Square Park question has nothing to do with drug dealing or shootings or deaths. Parks Department is a big renovation of the playground. That was always known as a skateboarder's playground. Now there's a running track painted on there. A lot of the skateboarders and this isn't just a local issue. 

Nike has branded some of the skateboarders sneakers and everything so it's a world famous skateboarder park and they're worried that it will not be a skateboarder's park and there's also baseball and diamonds in there that they play. They're worried that they're not going to get it. It's now being billed as a multi-purpose asphalt park. Does that mean some of the skateboard people are going to get moved out? Are they still going to have access and are the baseball diamonds going to be painted in there? Why are they putting in a running track as part of the renovation?

Mayor Adams:  Meera, are you familiar with that?

Deputy Mayor Joshi:  Yeah. I mean I can follow up specifically with Tompkins Square Park but I do want to note as we said in our State of the City we're looking to become the East Coast Skateboard Capital so we have five parks slated to become skate parks, one in every borough, and we're looking to do them on an accelerated timeline. You've identified something that's really important to us. 

Skateboarding is attractive to a diverse group. It's also something that's very attractive to many of our youth and it's a way for them to get out and enjoy our public space because they don't all want to play pickleball. They want to skateboard and so we want to ensure that we have parks that speak to the people that live in New York City and are out there enjoying it so I'm happy to follow up exactly on the plans there but I urge you also just to take a look just across the street underneath the Brooklyn Bridge arches where we opened up a little postage stamp of an old skateboard park and the skaters are flocking there and more to come there.

Question:  So is this Tompkins Square going to be a skateboard park?

Deputy Mayor Joshi:  I'm going to get an answer for you. I don't have that information immediately handy but I'm happy to follow up with you.

Mayor Adams:  Yeah. We opened one in Brooklyn and was really proud to open Brower Park I think it was, right? Yep. So skateboarders should have a place to skate.

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Scuderia Fans

Points and penalties: what is a race ban in formula 1 and how does it work . what is a race ban in f1 and how does it work ..

It rarely happens in F1 that a driver receives a race ban, a very harsh penalty: let’s find out what it is and how it works.

The race ban is a penalty as rare as it is severe, so much so that only a few drivers in F1 history have received it. The last one to receive it is Kevin Magnussen, who will miss the Azerbaijan GP at the Baku City Circuit after reaching the maximum number of penalty points available in a season.

For 2024, the FIA has set a maximum of 12 points on the super license. If a driver exceeds that threshold within 12 months, they receive a race ban (a race disqualification). From Saudi Arabia to the Italian GP, the Danish driver reached that limit. That’s why he will miss the next race. Oliver Bearman, already confirmed as a Haas driver for the next season, will replace him.

Before Kevin Magnussen, drivers who received a race ban in F1 were Romain Grosjean (in 2012), Jacques Villeneuve (1997), Michael Schumacher (1994), Eddie Irvine (1994), Nigel Mansell (1989), and Riccardo Patrese (1978).

F1 penalty points 2024: When does a driver receive a race disqualification?

The super license is an essential requirement to race in Formula 1. This system was introduced in the early 1990s, while penalty points have existed since 2014. Similar to a driving license, the super license is also subject to restrictions.

Each F1 driver has 12 penalty points available for a period of 12 months. If this limit is reached, a race ban is triggered. The sanction means that the driver is disqualified from one Grand Prix.

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If a driver receives a disqualification, the points will be removed from the super license, and they reset when the driver returns to the track. In Kevin Magnussen’s case, his penalty points will be cleared after the Baku GP, and he will race the last seven races of the 2024 Formula 1 season starting from zero.

Source: f1ingenerale

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Maria Lombardi

Maria Lombardi is a distinguished motorsport journalist and a devoted Ferrari fan, known for her unique perspective that blends a deep love for racing with a background in psychology

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