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Learn how Assignments LTI™ works

Assignments is an add-on application for learning management systems (LMSs) to help you distribute, analyze, and grade student work with Google Workspace for Education.

For file submissions, Assignments make Google Docs, Google Sheets, Google Slides, and Google Drive compatible with your LMS. You can use Assignments to save time distributing and grading student work, and analyze student submissions with originality reports to ensure authenticity.

You use Assignments as a Learning Tools Interoperability (LTI) tool integrated within your LMS. It works with any LMS that supports LTI version 1.1 or higher, such as Canvas or Schoology.

Adding Assignments to your LMS might require assistance from your LMS administrator. If you have never set up an add-on application or external tool for your LMS before, talk to your IT or LMS admin about setting up Assignments in Canvas, Schoology, or another LMS.

Get started with Assignments

Assignments workflow

Step 1: instructor creates an assignment.

• (Required) Setting the point value
• (Optional) Setting the due date
• (Optional) Adding a grading rubric
• (Optional) Attaching assignment files to make a copy for each student to edit and submit
• (Optional) Enabling originality reports

Step 2: Students submit their assignments

• Google Docs, Sheets, Slides, Sites, and Drawings
• Microsoft®️ Word®️, Excel®️, or PowerPoint®️
• Image files
• Video files (WEBM, MPEG4, 3GPP, MOV, AVI, MPEG-PS, WMV, FLV, OGG)
• They no longer have edit or comment access to their original file.
• Assignments makes a copy of the submitted file and saves it to the student's Drive.

For more details, go to How instructors and students share files .

Step 3: Instructor grades and returns assignments

• Ownership of the file returns to the student.
• Assignments archives a copy of the graded file and saves it to the instructor's Drive.
• Grades are saved to the LMS grade book.

General FAQ

Does my organization need google workspace for education to use assignments, where and in what languages is assignments available, how much does assignments cost, what browsers are supported, does assignments work on mobile devices, is assignments built for accessibility, grading faq, does assignments have plagiarism detection, does assignments support rubric grading, can i save draft grades or feedback outside the student’s view, can classwork be returned individually or all at once.

• Leave draft grades and overall feedback.
• Return to the list of students.
• Check the boxes for all the students whose assignments you want to return.
• Click Return .

Can I return classwork without a grade?

Can returned classwork be resubmitted or regraded.

• To provide context for giving a new grade, the previous grade is displayed next to the grade field. Only the most recent grade syncs to the LMS.
• Previous overall feedback is displayed and new overall feedback open in a separate text box.

Can co-instructors grade assignments?

Do grades sync to the lms, class management faqs, can instructors see all their linked courses & assignments, can instructors delete courses & assignments.

Instructors who own courses can delete courses and assignments. Learn how to delete courses and assignments .

Does Assignments support group assignments?

• Tell each group to create a Google Doc and share it with group members for editing.
• Have the owner of the file submit the assignment for grading.
• Grade the assignment, leaving overall feedback as a margin comment or suggestion. Tip : The overall feedback field is visible only to the owner of the file and not to the group.
• In your grade book, record the grade for the other group members.

Does Assignments support peer review of assignments?

• Ask your students to start their assignments in Docs.
• Tell students to share their files with their peer reviewer.
• In Docs, peer reviewers leave margin comments and suggestions.
• Have students turn in their assignments, leaving in the reviewer’s comments and suggestions.Alternatively, students can review, implement, and resolve reviewer comments and instructors can view version history.
• Grade the assignments.
• (Optional) Record a separate grade for peer reviews.

Will Assignments work in a course copied in my LMS?

• Total points
• Settings for originality reports
• Attachments
• Use Assignments LTI version 1.3 for best results.
• Copied assignments can only be opened by students after an instructor links the Assignment to their account. Learn about linking your account to Assignments .
• Make sure the person who copies the course is in the same Google Workspace for Education organization as the course creator or is on the organization’s allow list. Learn more about how to manage your organization’s allow lists .
• Don’t edit or delete the original assignment or its attachments.

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Assignment Center has replaced the Electronic Patent Application System (EPAS) and Electronic Trademark Assignment System (ETAS). Assignment Center makes it easier to transfer ownership or change the name on your patent or trademark registration. 

See our how-to guides on using Assignment Center for   patents  and  trademarks . If you have questions, email  [email protected]  or call customer service at 800-972-6382.

Patents Assignments: Change & search ownership

Change of owner (assignment) and change of owner name.

During examination of a patent application or after the patent is granted, the owner of the patent may:

• Transfer ownership to another entity or party through an "assignment;" or
• Retain ownership but change their name.

The original owner should record the assignment or name change with the USPTO's Assignment Recordation Branch by going to Assignment Center and filing a Recordation Cover Sheet along with a copy of the actual assignment or proof of name change.

Change Ownership - Assignment Center

Use Assignment Center to file a Patent Assignment Recordation Cover Sheet and attach the supporting legal documentation as a black-and-white TIFF or PDF file. You may email questions about filing patent assignments to [email protected] .

Patent Assignment Search

Use  Patent Assignment Search  to search the database of all recorded Patent Assignment information from 1980 to the present (Patent Assignments recorded prior to 1980 are maintained at the National Archives and Records Administration). You may email questions about searching patent assignments to [email protected] .

For further information, you may contact the Assignment Recordation Branch Customer Service Desk at 571-272-3350 from 8:30 am – 5:00 pm Eastern Time.

Additional information about this page

Use the Assignments web part

When you add a modern page to a site, you add and customize web parts, which are the building blocks of your page. This article describes the Assignments web part. 

Note:  The Assignments web part is only available to EDU customers. 

The Assignments web part allows you to display a personalized view to students of their upcoming and due assignments across multiple classes. Students can select their displayed assignment to jump to the specific assignment in the Assignments app for that class.  

Add the Assignments web part

If you're not in edit mode already, select  Edit at the top right of the page.

Refer to the article on creating an assignment in Microsoft Teams  for more information. 

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Assignment 1: Static Web: HTML/CSS

Due Sunday, February 7 11:59pm ET

Accept the Github Classroom assignment and clone this repo that contains stencil code for Assignment 1.

Introduction

This is a multi-part assignment with the objective of making you comfortable working with HTML and CSS. By the end of this assignment, you will have styled some rectangular blocks and created a simple version of Twitter's home page.

If this assignment seems overwhelming to you, please come see a TA at TA hours to talk through some strategies for tackling it. We expect this assignment to be a time-consuming assignment as we cover a lot of fundamental techiniques. But with a good strategy, it can be finished in a reasonable amount of time.

Note: Only CSS and HTML will be used for this assignment. If you want to use JavaScript (or libraries such as jQuery) then feel free to, but we will only be grading correctness on your CSS and HTML.

If you can, Start Early!

Specifications

Now that you understand some of the basics of HTML and CSS, let’s take a look at how to align HTML elements. There are multiple ways to align HTML elements, but in this part, we recommend using flexboxes as they are widely used in modern web development (for example BootstrapV4 is built on top of flexboxes).

Refer to this great webpage on how to use flexboxes: CSS Flexbox Guide .

Also feel free to use online resources such as Stack Overflow, MDN, W3, and Google for reference.

As you can see, there are 9 rectangles. The styling and makeup of the first two rectangles are already built for you. Your task is to apply stylings and add div elements inside of the next 7 green rectangular blocks to create a webpage that looks like this:

For the third row, the red and blue end rectangles should remain the same width, and the green space should shrink.

Possible Approach: Have a div with a red background and a div with a blue background, both with fixed width. Use an appropriate value for Justify Content .

For the fourth row, the blue end rectangle should remain the same width, and the red rectangle should shrink.

Possible Approach: Have a div with a red background and a div with a blue background. Have a fixed width on the blue div. Use Flex Grow .

For the fifth row, the red square should remain the same size, but always remain in the center of the green rectangle.

Hint: Think about how to keep a div fixed size and how to align something in the absolute center of the parent element.

For the sixth row, the blue rectangle should remain the same size, while the red rectangles should shrink. The blue rectangle should remain in the center of the row.

Hint: Use two red divs.

For the seventh row, the red rectangle should remain the same width.

Hint: Nest divs and use background-color: transparent

For the eighth row, the orange rectangles should remain the same size while the green space between them shrinks.

For the ninth row, the green space between the orange rectangles should remain the same width while the orange rectangles narrow.

The examples we provided with the first two rectangular blocks use flexboxes. You are not required to use flexboxes for the next 7 rows, but we recommend it as it will also be useful in part 2 of this assignment.

You should only have to use the div html element to complete this assignment. Also, none of the divs you create inside of the provided wrapper divs should have background-color: green; . But it is valid to specify non-green background colors for any divs, including the wrapper.

• The color of the boxes we used are background-color: red , blue , and orange
• Some width/height values we used are 20px, 40px, 80px

You are not required to use Bootstrap in this part. You can use if you want, but we actually recommend writing plain CSS. Just for this part, inline CSS is acceptable, but you should generally avoid using inline CSS in the future.

Any images you'll need can be found in the part2/images folder, which can be referenced as ./images (when CSS is in its own file, URLs are relative to the CSS file, not the page it is loaded on). All of your HTML should go in the index.html file and all of your CSS should go in the index.css file.

Feel free to go on Twitter and use your browser’s inspect element to see how they do font sizes, font weights, margins, paddings, text colors, and background colors (use inspector). Our solution is a bit different than Twitter’s architecture because twitter’s HTML/CSS setup is way too complicated for a simple web mockup. If you try to copy Twitter’s code instead of creating the HTML elements yourself, you’ll end up spending way more time trying to figure out what each div does and how to decipher their massive styling code base.

Ethics Requirements

A screen reader needs to know in advance what language your website is in in order to function properly.

To help it out, make sure to declare the language of your website in the lang= attribute of the html tag.

Blind and low-sighted users often can’t see images on a site.

• To help them enjoy your site’s content, all images must have alt text.
• The alt text goes in the alt="..." attribute of the image element.
• You should give a basic description of what is in the image. Putting image in the alt attribute does not count!

Blind or low-sighted users may want to “skim through” a page using their screen reader. To make that easier, the page should have a logical hierarchy using different headings to designate different levels of importance.

Note: your Twitter page won’t have that many headings. Just don’t use headings to style things!

If you want a piece of text that isn’t a heading to be big or bold, use HTML elements like em and b tag or CSS to style it rather than the heading attribute.

For people using screen readers to navigate the page, ARIA landmarks are a big help – they can help users skim the page, or to quickly find the content they need. These are attributes that can be added to any element on the page and appear as role= attributes within a div’s opening tag. The ARIA landmarks you are required to include are:

• role=navigation (to designate the navigation menu): add this to the navigation bar.
• role=main (main page content, i.e. the tweets): add this to the div you use to contain your tweets.

Look here for more tips and examples.

Finally, your page should have a skip link (think <a> !) somewhere at the top of the navigation. Skip links are links at the top of the page which allow a user to skip to the main content of the page. They’re important for older browsers and screen readers that may not support ARIA landmark navigation.

• This can be styled any way you like! However, for this project, hide them using display: none; .
• To do this, you’ll have to give the div you will be jumping to an ID, and have the link href="..." attribute point to that div’s ID. For example, if I wanted to jump to a div with the ID myDiv, I would have the following link: <a href=”#myDiv”>Jump to myDiv</a>
• In our case, this means skipping to content-wrapper or content-center , depending on your implementation. More tips and examples can be found here .

We recommend running your page through WAVE’s accessibility checker, which we asked you to add to your Firefox and/or Chrome browsers during lab 1. We’ll be using that tool to test whether your ARIA landmarks and general hierarchy are logical, as well as whether you’ve implemented alt text in your image descriptions.

Note: The Chrome WAVE extension has been a little finicky lately. If you’re having trouble, try running your code on a department machine and/or using Firefox.

For help, take a look at our Accessibility Resource Sheet in Docs or come to TA hours!

Functionality Requirements

In the following, we put together some hints on how to accomplish the functionality requirements. We also encourage you to refer to online resources like MDN and CSSTricks for HTML and CSS properties.

Note: Don't worry about getting the font sizes or font colors exact. That being said, #4AB3F4 is the blue color used in the mockup and #E6ECF0 is the light gray background color.

Twitter's header is fixed which means when you scroll down, the header remains at the top of the webpage. We will require you to implement your header in a similar manner. To do this, use:

• position: fixed; Adding this to an element makes it stick to whatever position you specify
• top: 0; left: 0; These are the positions for the fixed element that will keep the element fixed at the top
• z-index: 100; Adding this to an element makes it positioned above other elements (You could probably make it work with z-index: 5, but we put 100 just to make sure). Elements without a specified z-index have a default z-index of 0. Elements with higher z-indexes are placed over elements with lower z-indexes.

If you decide to use Bootstrap, you may find Navbar Placement to be useful.

Lastly, we require you to have the Twitter logo stay in the middle of the header when you resize the window.

• Home <i class="fas fa-home"></i>
• Moments <i class="fas fa-hashtag"></i>
• Notifications <i class="far fa-bell"></i>
• Messages <i class="far fa-envelope"></i>

The file path of the twitter logo is ./images/twitter-logo.png

content-wrapper

• max-width: 1190px; This sets the maximum width of the element.
• margin: 56px auto; This sets the vertical margins to 56px so that it is below the header and the horizontal margins to automatically center the element.

content-left

• Cover picture (purple)
• Profile picture (orange)
• Profile stats (green)

We require you to create the overlapping effect between the profile picture and cover picture. Usually to sepcify priority in stacked display (think it as layers), you will use z-index .

Bootstrap section for positioning

• The filepath of the cover picture is ./images/ratatouille-banner.png while ./images/ratatouille.jpg is the filepath of the profile picture for Remy and ./images/linguini.png is the filepath of Linguini's profile picture.

content-center

We require that you include the profile picture in every one of the tweets. Additionally, in at least one of the tweets you should have a span tag to change the styling of a single word within the tweet.

border-radius: 50%; or Bootstrap class rounded-circle makes an element a circle.

content-right

If you minimize the width of your browser when on Twitter, you will notice that the content on the right disappears at a certain point. This is done using CSS media queries.

We require you to do the same on your mockup. So, use a media query to make content-right disappear when the window’s width is less than or equal to 1200px.

Other than the explicitly stated requirements for this part, we would like you to make your Twitter mockup generally resemble the solution provided above

If you can, please make your webpage compliant across browsers. But we will be testing your assignment on Chrome.

To access Chrome in CIT machine: From the command-line, type chrome .

General Notes

As a reminder, it's a good idea to run your HTML and CSS syntax through validators. You should also consider using an accessibility checker such as WAVE.

Troubleshooting

There are hundreds of HTML and CSS tags, properties, and values, and CS132 does not expect students to learn each one by heart. However, this assignment and the first lab are intended for you to intuitively understand the languages, and to be proficient at knowing how to tackle a design by the end of the semester.

If you’re having problems, there are many guides on HTML and CSS online (CSSTricks and MDN are your friends), as well as on our resources page.

As always, if you are stuck on a particular part, you can always talk to the friendly TAs or ask questions on course piazza (check your email for a signup link).

As a general rule of thumb, do not expect TAs to be able to solve every web problem you have. Even the most adept web developer can struggle a lot with specific CSS rules to use.

To hand in your code for Assignment 1, upload the directory containing your solution to part 1 and part 2 to Gradescope .

Woonghee Lee, Arash Bahrami, Hesam Dashti, Hamid R. Eghbalnia, Marco Tonelli, William M. Westler, John L. Markley. (2019) Journal of Biomolecular NMR. 73(5): 213-222. [click to read]

This is the I-PINE web server. Please let us know any unexpected behavior from this server . You can also use PINE from here .

I-PINE accepts, as input, the sequence of the protein plus peak lists (or spin systems) from a variety of NMR experiments and offers automated backbone and sidechain assignments, detection and automated correction of potential referencing problems or inconsistent assignments, secondary structure determination, 3D structure prediction, cysteine oxidation, proline isomerization and hydrophobic core detection.

Most jobs take only a few minutes. The results will be accessible from provided URL and job identification number and also sent to the user via email (optional). If you do not receive any email including spam folder longer than a few hours, please contact NMRFAM .

I-PINE supports more types of input NMR data than its precursor PINE including from three- and four-dimensional NOE experiments, achieves more accurate and complete chemical shift assignments, and supports more comprehensive visualization of chemical shift based analysis of protein structure and dynamics. Users of the I-PINE web server can not only submit unassigned peak lists or spin systems but also sets of previously assigned chemical shifts as inputs. The output of I-PINE is available in formats used as input by other software packages. A user can choose one of three interfaces when submitting a job to the I-PINE web server ( http://i-pine.nmrfam.wisc.edu ): a CLI (command-line user interface) with a versatile python script pyIPINE.py , a GUI (graphical user interface) with the PINE-SPARKY.2 plugin of the popular NMR analysis software package NMRFAM-SPARKY , or a WUI (web-based user interface). A single submission to I-PINE automatically achieves what previously required multiple tedious discrete tasks. Submitted data are kept confidential and are not viewable by others. Complete output information is available in a custom-built web page, which is accessible from the job identification number.

• Amino acid sequences (1-letter / 3-letter)
• Peak lists in (NMRFAM/UCSF)-SPARKY / XEASY / NMRView / NMRDraw / PINE formats
• Spin systems
• Pre-assignments
• Selective labels
• Atomic coordinates
• Empty .prot to get XEASY results

Wayne State University

School of information sciences, sis handbook sis handbook, 1.2 instructional meeting types, traditional.

All course instruction will take place on campus. Courses where instructors interact with students in the same physical space for 100 percent of the instructional time. Days, times, and room assignments will be listed for the duration of the term for in person, face-to-face instruction. The meeting type appears as ‘Class.’

Students are occasionally expected to be on campus for face-to-face instruction, but also complete work online through distance education.

These sections will appear as one meeting line with the type ‘Online Course’ for the duration of the class. Rooms will be scheduled as ARR. The “ARR” building, and room code is used when a section does not require a room. If you have further questions about the section, please contact the academic department offering the course.

Additional lines will appear as type ‘Class’ with the in-person meeting dates and will have a room assignment. The instructor may decide to list each in-person meeting individually or set a regular meeting schedule for a range of dates.

Synchronous

Students must log in at a specific time for online/remote instruction

These sections will appear with the meeting days/times listed, but without a room assignment. Any required meetings will be online only.

Rooms will be scheduled as ARR. The “ARR” building and room code is used when a section does not require a room.

All instruction will be online only

These sections will appear as one meeting line with the type ‘Online Course’ for the duration of the term. It will not list any required days, times or room assignments. Web courses are sometimes referred to as “Asynchronous.”

Meeting times may now include an exam meeting type for all meeting types except Web. If the instructor requires an on-campus exam, this will display in the class details panel with the location (when determined), date, and time that the exam will take place.

Individual Project 0: Venusians Due Monday, 9 September 2024, 11:59PM AoE.

Objectives of this assignment.

The objectives for this first assignment are to:

Note that this assignment is due on the same day as the drop deadline. That is intentional: if you’re really struggling to figure out IP0, we recommend that you drop the course and return to it in a later semester when you are better prepared.

Your assignment will be graded following the rubric embedded in this document. Based on past experiences, we project that this assignment could take you up to 14 hours (depending on your prior preparation). We encourage you to start early so that you can post questions on Discord and attend office hours as necessary in order to ensure that you can reach Satisfactory marks across the board.

This is an individual assignment.

Please post any questions about this assignment on Discord.

Problem Statement

Mars is being invaded by Venusians. Here’s a description of the Venusian fleet:

Each ship has a serial number, a crew, which is a list of Venusians, and a possibly-empty set of daughter ships, each of which is a ship.

Each Venusian has a name, which is a string, and a VSN (Venusian Security Number), which is a number.

When we say “fleet”, we mean a list of ships and their daughters, their daughters’ daughters, etc.

When we say the “fleet of a ship”, we mean the fleet consisting of its daughters.

EXAMPLE: if ship 1 has daughters ship 11 and ship 12, and ship 11 has daughters 111 and 112, and ship 112 has daughters 1121 and 1122, and none of these ships has any other daughters, then the fleet of ship 1 consists of 1, 11, 12, 111, 112, 1121, and 1122

Your task is to define TypeScript class Venusian and Ship as follows:

The class Venusian has a contructor new Venusian(name:string) that returns a Venusian with the given name and a unique VSN. By “unique”, we mean that while your program is running, it must never re-use a VSN. It is OK for your program to re-use the same VSNs if you stop the program and run it again (it need not be a “globally unique” identifier). Venusian names are case-senstive. The class Venusian has the following public methods:

The class Ship has a constructor new Ship(crew:Venusian[], daughters:Ship[]) that returns a ship with the given crew, the given daughters, and a unique serial number (similar to VSNs, the serial number need not be globally unique). The class Ship has the following public methods:

EXAMPLE: in the example above, there are no duplicates. If ship 12 were added to the daughters of ship 111, that would be a duplicate, and applying this function to ship 1 would return true.

Starter Code and Details

We will supply you with starter code in ip0-starter-code.zip .

Getting Started

To help you set up a local development environment for this class, we’ve prepared a tutorial for setting up a development environment with NodeJS, VSCode and TypeScript . Additionally, An Absolute Beginner’s Guide to Using npm can help you in getting acquainted with npm . As a reference for getting started with TypeScript, we suggest the book “Programming TypeScript” by Boris Cherny .

Your code will be evaluated by automated testing in Gradescope. It will be judged for style using a linter with parameters set in the starter code that we will supply you. Your code must have no linter errors or warnings in order for it to receive any grade. Please note that you can check for linter issues before submitting by running npm run lint ; many formatting issues can also be automatically fixed by running npm run format .

If your code has no linter errors or warnings, then for each of the 10 methods listed above, you will receive a numeric score of:

We have provided between one and three tests on Gradescope to check each of the ten functions that you have been asked to implement. For each function, the requirements for each of these grades are:

Satisfactory

Meets minimum expectations, not passing.

When we say “no errors reported by the linter”, we mean the following:

Have no style errors (may have warnings) as reported by npm run-script lint

Have no @ts-ignore or eslint-disable annotations in the code that you write.

Submission Instructions

Submit your assignment in GradeScope. The easiest way to get into GradeScope the first time is to first sign into Canvas and then click the link on our course for “GradeScope”. You should then also have the option to create an account on GradeScope (if you don’t already have one) so that you can log in to GradeScope directly. Please contact the instructors immediately if you have difficulty accessing the course on GradeScope.

Submit your solution to Gradescope in the form of exactly two files, Venusian.ts and Ship.ts . Before submitting, be sure your code passes the sanity tests included in the starter package. GradeScope will provide you with feedback on your submission, providing a numeric score between 0 and 20.

You will be able to view the complete output from running the tests and linter on GradeScope. If you have any doubts about the autograder, please contact the course staff immediately. In particular, if you are not able to reproduce and debug test or linter failures on your local machine, please ask the TAs for assistance: otherwise you’ll waste an immense amount of time waiting for the autograder to complete, when you could get the same feedback in seconds running the tests + linter locally.

You may submit solutions as many times as you want; only the last submission before the deadline will be counted.

Ways to Add Users for Webex Contact Center

You can add users manually, in bulk using the comma-separated value (CSV) files or using the automatic license assignment. Manually you can add up to 25 users, and with CSV, you can add up to 1000 users to your organization for contact center access.

For more details on automatic license assignment, see Set up automatic license assignments in Control Hub .

Use the automatic license assignment to assign standard or premium license to a user. You can continue to mark a user as a supervisor manually.

Avoid adding a user to multiple groups as a user requires a single contact center license. If both standard and premium licenses are assigned by adding a user to multiple groups, the premium license applies.

While configuring automatic license assignment for contact center users, avoid applying the template to the existing users. If applied to existing users, all custom profiles may reset to default user profiles. We recommend that you use the automatic license assignment for new users.

After updating an existing user's license, it is necessary to synchronize the users with Control Hub. For instructions on how to perform this synchronization, refer to the "Sync Users" section in the Tenant Settings article.

When a user is deleted on Control Hub, the corresponding contact center user will be deleted automatically.

If you're adding users who used their email address to create a trial account on Webex, delete their organization before adding them to your customer organization.

Before you begin

If you have more than one CSV file for your organization, then upload a file. When the task is complete, you can upload the next file.

Some spreadsheet editors remove the + sign from cells when the .csv is opened. You can use a text editor to make .csv updates. If you use a spreadsheet editor, ensure to set the cell format to text, and then add any + signs.

• Get started with Webex Contact Center
• Set up a tenant in Webex Contact Center

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Bangladesh: eastern flash floods 2024 situation report no. 02 (as of 30 august 2024).

• UNCT Bangladesh

Attachments

This report is produced by the Inter-cluster Coordination Group (ICCG) in collaboration with cluster coordinators, humanitarian partners, and members of the Humanitarian Task Team (HCTT). It covers the period from 25 to 29 August 2024.

Recent flash floods in Bangladesh, triggered by heavy rainfall and upstream water flows from India, have had a devastating impact on communitiesacross 11 districts inthe eastern regionsof the country.

According to the National Disaster Response Coordination Center (NDRCC), some 5.8million people in the northeastern and southeastern regions have been affectedand more than 1 million peopleare in communities cut offby the flooding. A reported 502,501 people are displaced in 3,403 evacuation shelters.

The most affected districts are Noakhali, Cumilla, Laxipur, Feni, Chattogram, and Moulvibazar. Rural roads, agricultural fields, and fishponds have been submerged, cutting off essential access and severely impacting livelihoods.A total of 296,852hectares of crops have been affected by the flood. Loss of fisheries is USD 122 million and livestock loss is USD34million initially.

Over 7,000 schools are closed due to flooding, affecting 1,750,000 primary students across the affected districts.Displacement and overcrowded temporary shelters have heightened protection concerns, including for women and girls.The flooding of water, sanitation and hygiene (WASH) facilities across affected areas is of concern in terms of health and water-borne diseases.

Access challenges have been exacerbated by the submersion of rural roads and electricityoutages.In Noakhali, over 50% of the affected areas remain unreachablebylocal authorities andfrontline responders. The affected communities have minimal access to markets, necessitating most agencies to provide in-kind support.

The UN and humanitarian partners are mobilizing targeted multi-sectoral emergency activities to support the Government-led flood response and to complement local/CSO efforts in assisting the most vulnerable flood-affected people and communities.

Related Content

Bangladesh: cyclone and monsoon floods humanitarian response plan (june-december 2024), unicef bangladesh situation report no. 2 (flash floods in northern and southeastern regions) 3rd september 2024, unicef bangladesh situation report no. 1 (flash floods in northern and southeastern regions) 27 august 2024, bangladesh: eastern flash flood situation report no. 01 (as of 25 august 2024).