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Published: 4 June 2021
Last updated: 5 February 2022

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1

Wassenhove, Luk N. van. A set partitioning heuristic for the generalized assignment problem. Fontainebleau: INSEAD, 1991.

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2

Dimarco, John D. Network-based heuristics for task assignment in large-scale distributed systems. Ottawa: National Library of Canada, 1995.

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3

Teays, Terry. Blazhko effect: Final report for contract NAS5-31840, task assignment 5788. [Washington, DC: National Aeronautics and Space Administration, 1996.

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4

DiMarco, John D. Network-based heuristics for task assignment in large-scale distributed systems. Toronto: University of Toronto, Dept. of Computer Science, 1995.

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5

Nicol, David. Static assignment of complex stochastic tasks using stochastic majorization. Hampton, Va: National Aeronautics and Space Administration, Langley Research Center, 1992.

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6

Caminer, Hilary. Just talk: Practical assignments for oral communication for GCSE English. London: Hodder and Stoughton, 1987.

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7

Nelson, Jennie. "This was an easy assignment": Examining how students interpret academic writing tasks. Berkeley, CA: Center for the Study of Writing, 1990.

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8

Gadzhiev, Nazirhan, Pavel Ivlichev, Natal'ya Ivlicheva, Ruslan Kornilovich, Elena Kolesnikova, Sergey Konovalenko, Mihail Lobanov, Nikolay Pilyugin, Aleksey Rebrov, and Natal'ya Trushina. Accounting. A collection of tasks, situations, and tests. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1037232.

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The implementation proposed in the collection of assignments and tests will allow cadets and students to master the basic techniques, equipment, accounting, learn to identify errors and irregularities in the registration work of the organization, to acquire skills of accounting. Comply with Federal state educational standard of higher education of the latest generation specialty 38.05.01 "Economic security". Designed for the students studying in higher educational institutions, including the Ministry of internal Affairs of Russia.
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9

Gdanskiy, Nikolay. Fundamentals of the theory and algorithms on graphs. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/978686.

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The textbook describes the main theoretical principles of graph theory, the main tasks to be solved using graph structures, and General methods of their solution and specific algorithms, with estimates of their complexity. I covered a lot of the examples given questions to test knowledge and tasks for independent decisions. Along with the control tasks to verify the theoretical training provided practical assignments to develop programs to study topics of graph theory. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for undergraduate and graduate programs, studying information technology, for in-depth training in analysis and design of systems of complex structure. Also the guide can be useful to specialists of the IT sphere in the study of algorithmic aspects of graph theory.
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10

Borschik, Natal'ya, and Aleksandr Tret'yakov. History of state and local government in Russia IX-XXI centuries. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1041557.

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The most important task of the Supreme bodies of state power and local administration in Russia is the strengthening and development of modern Russian federalism based on the constitutional relationship of the centre and subjects of Federation. The present textbook contains a set of materials for conducting lectures and practical exercises, background material, questions for self-students, etc. they are based on the author's development, some of which were used as assignments for seminars, essays, essays and other creative works within the framework of the teaching course "the Historical experience of state and local government in Russia." Meets the requirements of Federal state educational standards of higher education of the last generation. For students enrolled in training 46.03.02 "documentation studies and archival studies".
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11

Small, Scott. Task assignment in distributed systems. 1985.

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12

Small-Group Leader Assignment: Effects Across Different Degrees of Task Interdependence. Storming Media, 1997.

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13

Blazhko effect: Final report for contract NAS5-31840, task assignment 5788. [Washington, DC: National Aeronautics and Space Administration, 1996.

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14

United States. National Aeronautics and Space Administration., ed. Short period Type II Cepheids: Final report for contract NAS5-32081, task assignment 4109. [Washington, DC: National Aeronautics and Space Administration, 1996.

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15

United States. National Aeronautics and Space Administration., ed. Short period Type II Cepheids: Final report for contract NAS5-32081, task assignment 4109. [Washington, DC: National Aeronautics and Space Administration, 1996.

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16

United States. National Aeronautics and Space Administration., ed. Microwave remote sensing and radar polarization signatures of nuatural fields: Final report under contract NASS 5-30116, task assignment 5183. [Washington, DC: National Aeronautics and Space Administration, 1989.

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17

Ranade, Gireeja V., and Lav R. Varshney. The Role of Information Patterns in Designing Crowdsourcing Contests. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198816225.003.0007.

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Crowdsourcing contests are used widely by organizations as a means of accomplishing tasks. These organizations would like to maximize the utility obtained through worker submissions to the contest. If this utility is greater than that obtained through alternative means of completing the task (e.g. hiring someone), the task should be crowdsourced. We analyze the utility generated for different types of tasks and provide a rule-of-thumb crowdsourcing contest design. Knowledge about the relative strengths of the workers participating in the contest is an important factor in contest design. When the contest organizer is unsure about the strength of the workers, crowdsourcing contests deliver higher utility than would hiring or assignment. Disseminating worker strength information acts as a lever to influence participation and increase utility in the contest. Finally, while crowdsourcing is a good option for generic tasks, it might perform poorly for highly specialized tasks.
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18

Metzger, Melanie, and Cynthia Roy. Sociolinguistic Studies of Signed Language Interpreting. Edited by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0036.

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Sociolinguistic processes are inherent in the practice of interpretation. Interpreters, within seconds, receive, interpret, and reconstruct utterances between two languages, using their linguistic, social and cultural, or sociolinguistic, knowledge to create a successful, communicative exchange. This chapter describes some major and minor sociolinguistic studies of interpretation with the underlying assumption that interpretation itself constitutes a sociolinguistic activity from the moment an assignment is accepted, including the products and processes inherent to the task, reflecting variously issues of bilingualism or multilingualism, language contact, variation, language policy and planning, language attitudes, and, of course, discourse analysis.
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19

Dunn, Stewart. Collins Electronic Tasks and Assignments. Collins Educational, 1997.

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20

Static assignment of complex stochastic tasks using stochastic majorization. Hampton, Va: National Aeronautics and Space Administration, Langley Research Center, 1992.

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21

United States. General Accounting Office. Office of Information Management and Communications., ed. Mission support project: Analyzing user requirements for assignment management tasks. [Washington, D.C.]: General Accounting Office, 1992.

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22

Gaffney-Rhys, Ruth. 12. Skills for Success in Coursework Assessments. Oxford University Press, 2016. http://dx.doi.org/10.1093/he/9780198715757.003.0012.

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The Concentrate Questions and Answers series offers the best preparation for tackling exam and assignment questions. Each book includes key debates, typical questions, diagram answer plans, suggested answers, author commentary and tips to gain extra marks. This chapter builds upon the guidance provided in chapter one regarding the completion of coursework or assignment questions. It sets out the expectations lecturers will have in relation to coursework submissions and provides advice on planning and how to research assignment tasks; how to evaluate and critically analyse the law; how to adhere to the word count; how to reference; how to proofread; and the practicalities of submission.
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23

Mikolashek, Jon B. Blood, Guts, and Grease. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813177908.001.0001.

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George S. Patton, one of the United States’ greatest field commanders, played a vital role in American involvement in World War I and the creation of the United States Tank Corps. While most literature focuses solely on Patton’s life and performance in World War II, the Great War was a pivotal event in his life and military career. Patton gained his first command in World War I with the United States Tank Corps. As the first “tanker” in United States Army history, Patton set up the first American light tank school and later commanded the 1st Tank Brigade in two campaigns, St. Mihiel and the Meuse-Argonne offensive. The study focuses on Patton’s personal life, his decision to push for an assignment with John J. Pershing, and his roles as a staff officer for the American Expeditionary Force and ultimately as a small unit commander pioneering a new weapons system..
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24

Auman, Maureen E. Step up to writing: Basic, practical, and helpful instruction for writing assignments, assessments, and everyday writing tasks. Sopris West, 1999.

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25

Córdoba, Eulices, Esteban Mayorga, Licenia Perea, Carolina Bedoya, Angie Ramírez, Feder Trujillo, Karen Silva, Carlos Alvarado, and Nelson Narváez. Enhancing meaningful teaching and learning process through conducting re- search. SEDUNAC, 2020. http://dx.doi.org/10.35997/libro2020enhanmeanteachlearn.

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This paper reports a study that was conducted to develop language skills (listening, reading, writing and speaking) through implementing Integrated Tasks in English as a Foreign language teaching Context. The participants were 10 learners who were taking different English courses (First, second, third, fourth and fifth semester respectively), their English levels range from A1 to B1 and come from rural and urban areas all over Colombia. The study was conducted under the methodology of a mix-method and data were collected through interviews, online surveys and students’ reports of their results in the integrated tasks. The results suggest that Integrated tasks (meaningful assignments that combine the four language skills) seem to be a meaningful way to help learners develop their receptive and productive abilities. The participants highlighted the use of this methodology as a way to boost classroom autonomy, participation and providing them with rich practice to empower their capabilities in the English education process. In summary, Integrated Tasks served to shape the routine of the e-classroom and open discussion, decision-making and refer to the real-unreal daily life situations.
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26

Wilson, Emily Herring. Missing Evidence. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469635835.003.0018.

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While Marion returns from her assignment in Europe, entertained by Anna Rosenberg, a dynamic member of the American delegation. In high spirits, she confronts Nancy at the dock, who has been weeping, unable to tell her about the talk she had had with Eleanor. Marion invites Anna home to Val-Kill and the next day they go to give a report to FDR. Nancy is left to the side. This information is based on a long interview many years later with FDR's labor secretary Frances Perkins, no admirer of Marion. The political and the personal have collided, personal jealousies have emerged, and while Eleanor continues to exchange gifts with Marion and Nancy, the closeness has changed.
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27

Tenzer, Michael. In Honor of What We Can’t Groove To Yet. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0009.

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This chapter advances the premise that a reconstructed approach to musical transcription can anchor future university music curricula across all music subdisciplines. Arguments for this position include the relevance of transcription for integration of ethnomusicology, music theory, composition, and performance; its benefit to cultivating embodied musicianship (especially singing); and its potential to foster cross-cultural ethics and empathy. Transcription is also an ecumenical medium in which to keep our teaching strongly anchored in literacy, the core value of Western universities, without unduly tilting toward Eurocentrism or any other sort of centrism. It can engage the general student in many ways: it need not imply staff notation, and the creative task of visually representing music can powerfully reward music and non-music students alike. The conclusion of the chapter proposes a pedagogy of transcription, as well as sample assignments at several levels of challenge that can be effective for all students.
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28

Dressman, Michael R. English and I. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0008.

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Challenges facing the History of the English Language (HEL) instructor include the students’ lack of preparation for such a course, as well as the students’ lack of motivation to see how this course has any relationship to them. To spur interest in the HEL class, the instructor can use the students in the class themselves as a starting place for the study of the origins and development of the language. Every student has a history with the English language. Let students explore how the language came into their lives and investigate what part it has played in shaping them. Also, use course assignments that employ the students’ own experiences and interests, such as a linguistically based review of a film in a less familiar English variety or a five-minute talk on a broad topic, related to the course and in which the speaker is interested and has become a superficial expert.
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29

Wiener, Harvey S. Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.001.0001.

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Reading, however fundamental the task may seem to everyday life, is a complex process that takes years to master. Yet, learning to read in the early stages is not an overwhelming problem for most children, especially when their classroom learning is coupled with a nurturing home environment in which reading is cherished, and pencil and paper are always available and fun to use. In fact, studies have shown that children score higher in reading if their parents support and encourage them at home. Unfortunately, though many parents want to involve themselves actively in their children's education, very few know just what to do. Now Dr. Harvey S. Wiener, author of the classic Any Child Can Write, provides an indispensable guide for parents who want to help their children enter the magic realm of words. In Any Child Can Read Better, Second Edition, Dr. Wiener offers practical advice on how to help children make their way through the maze of assignments and exercises related to classroom reading. In this essential book, parents learn how to be "reading helpers" without replacing or superseding the teacher--by supporting a child's reading habits and sharing the pleasures of fiction, poetry, and prose. Home learning parents also will find a wealth of information here. Through comfortable conversation and enjoyable exercises that tap children's native abilities, parents can help their child practice the critical thinking and reading skills that guarantee success in the classroom and beyond. For example, Dr. Wiener explains how exercises such as prereading warm-ups like creating word maps (a visual scheme that represents words and ideas as shapes and connects them) will allow youngsters to create a visual format and context before they begin reading. He shows how pictures from a birthday party can be used to create patterns of meaning by arranging them chronologically to allow the party's "story" to emerge, or how they might by arranged by order of importance--a picture of Beth standing at the door waiting for her friends to arrive could be displayed first, Beth blowing out the birthday cake placed toward the middle of the arrangement, and the pictures of Beth opening her gifts, especially the skates she's been begging for all year, would surely go toward the end of the sequence. Dr. Wiener shows how these activities, and many others, such as writing games, categorizing toys or clothes or favorite foods, and reading journals, will help children draw meaning out of written material. This second edition includes a new chapter describing the benefits of encouraging children to keep a journal of their personal reactions to books, the value of writing in the books they own (underlining, writing in the margins, and making a personal index) and a variety of reading activities to help children interact with writers and their books. Dr. Wiener has also expanded and updated his fascinating discussion of recommended books for children of all ages, complete with plot summaries. Written in simple, accessible prose, Any Child Can Read Better offers sensible advice for busy parents concerned with their children's education.
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