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K G, Binu, Yathish Kumar K, Rolvin D’Silva, Vinoothan Kaliveer, Ashwin Shetty, Glenson Toney, Sathyendra Bhat, Roopesh . i Athokpam Bikramjit Singh. "Integrating Real-World Applications into the Machine Design Course through an Open-Ended Assignment – A Case Study". Journal of Engineering Education Transformations 37, IS2 (1.01.2024): 879–86. http://dx.doi.org/10.16920/jeet/2024/v37is2/24135.
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This paper presents a case study in engineering education, focusing on enhancing conceptual understanding, realworld application, comprehension, teamwork, self-directed learning, and familiarity with design codes and standards. The study involves student analysis of artifact safety and optimization, engaging them in practical problem-solving. The outlined methodology covers artifact selection, analysis, and assessment of the assignment's impact. The findings exhibit improvements in knowledge acquisition, real-world relevance, teamwork, and selflearning. Moreover, the study highlights the assignment's enhanced appeal and challenge compared to conventional assignments. Students express a preference for more such assignments over routine ones. The paper underscores experiential learning's significance in cultivating critical skills for modern engineering and advocates integrating practical applications into curricula for holistic skill development. Keywords—Conceptual Understanding; Experiential Learning; Engineering Education; Real-World Applications; Open-Ended Assignments; Assignment Impact.
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Fitriani, Pipit Eka, Regina Aulia Uriemanda, Resty Widiastuti, Iwan Ridwan Yusup i Milla Listiwati. "PERBANDINGAN PENUGASAN KELOMPOK DAN INDIVIDU TERHADAP HASIL BELAJAR PADA MATA KULIAH GENETIKA MAHASISWA PENDIDIKAN BIOLOGI SEMESTER 6B". Pedagonal : Jurnal Ilmiah Pendidikan 4, nr 1 (12.04.2020): 21–25. http://dx.doi.org/10.33751/pedagonal.v4i1.1933.
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COMPARISON OF GROUP AND INDIVIDUAL ASSIGNMENTS ON LEARNING OUTCOMES IN GENETIC COURSES OF BIOLOGY EDUCATION COLLEGE STUDENTSTo create a dynamic form in academic field, assignments are given by the lecturer within the process of the study. These assignments are given both to individuals and groups with different purposes. This research is aim to see the impacts of giving group assignments and individual assignments to student’s learning outcomes. The research method used was pre-experimental design research. The research subjects were students of biology education in semester 6 of 2014/2015 academic year. The results of the analysis show the average value of the group assignment is lower at 79.33 compared to the average value of the individual assignment of 80.22. Inferential analysis showed a significant group assignment value of 0.00 ˂ 0.05. Thus, we can conclude that the results of group assignments are significant compared to the results of individual assignments..
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Fitriani, Pipit Eka, Regina Aulia Uriemanda, Resty Widiastuti, Iwan Ridwan Yusup i Milla Listiwati. "PERBANDINGAN PENUGASAN KELOMPOK DAN INDIVIDU TERHADAP HASIL BELAJAR PADA MATA KULIAH GENETIKA MAHASISWA PENDIDIKAN BIOLOGI SEMESTER 6B". Pedagonal : Jurnal Ilmiah Pendidikan 4, nr 1 (29.03.2020): 21–25. http://dx.doi.org/10.33751/pedagonal.v4i1.1989.
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COMPARISON OF GROUP AND INDIVIDUAL ASSIGNMENTS ON LEARNING OUTCOMES IN GENETIC COURSES OF BIOLOGY EDUCATION COLLEGE STUDENTSTo create a dynamic form in academic field, assignments are given by the lecturer within the process of the study. These assignments are given both to individuals and groups with different purposes. This research is aim to see the impacts of giving group assignments and individual assignments to student’s learning outcomes. The research method used was pre-experimental design research. The research subjects were students of biology education in semester 6 of 2014/2015 academic year. The results of the analysis show the average value of the group assignment is lower at 79.33 compared to the average value of the individual assignment of 80.22. Inferential analysis showed a significant group assignment value of 0.00 ˂ 0.05. Thus, we can conclude that the results of group assignments are significant compared to the results of individual assignments..
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LUBENCHENKO, О., i S. SHULHA. "Selection and Monitoring of Assignments in the Audit of Financial Reporting". Scientific Bulletin of the National Academy of Statistics, Accounting and Audit, nr 4 (3.11.2021): 45–59. http://dx.doi.org/10.31767/nasoa.4-2020.06.
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Problems related to the quality assessment of completed audit assignments are analyzed. As the increasing number of users take management decisions on the basis of audit reports, independent audit is intended to guarantee a sound verification of financial reporting at company level, which can be achieved through the procedures for the assignment quality control.
The article’s objective is to develop methodical recommendations on quality assessment of individual auditing assignments for auditing firms.
An analytical review of the normative criteria for selection of assignments for monitoring is made, and the authors’ criteria based on the risk oriented approach to the assessment of assignments of the financial audit are proposed: (i) obligatory auditing, including the auditing of financial reporting of companies with public significance (50% of the total number of the assignments in obligatory audit); (ii) voluntary audit (at least one assignment of the key partner), with the review of financial reporting covering 10% of the total number of the review assignments; other assignments covering 10% or more of the total number of the assignments on providing reassurance, which is not audit or review; selection of the most risky assignments with high level of the implicit risk; related services covering 10% of the total number of assignments pertaining to related services on agreed procedures and compilation of information (with selecting most complicated issues of business operation, which were subject to concern in providing related services and assignments for a new customer). A four-phase model of the assessment of selected assignments of an auditing firm is elaborated: acceptance of customer and assignment; planning and assessment of risks; assignment completion; formulation of auditor opinion and control actions on quality assurance. The practical implementation of this model involves documenting of the internal control of the quality of audit, analysis of results of the quality control, accumulation of errors and correcting actions at system and assignment level.
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Neller, Todd W., Stephen Keeley, Michael Guerzhoy, Wolfgang Hoenig, Jiaoyang Li, Sven Koenig, Ameet Soni i in. "Model AI Assignments 2020". Proceedings of the AAAI Conference on Artificial Intelligence 34, nr 09 (3.04.2020): 13509–11. http://dx.doi.org/10.1609/aaai.v34i09.7072.
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The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of nine AI assignments from the 2020 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment specifications and supporting resources may be found at http://modelai.gettysburg.edu.
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Neller, Todd W., Raja Sooriamurthi, Michael Guerzhoy, Lisa Zhang, Paul Talaga, Christopher Archibald, Adam Summerville i in. "Model AI Assignments 2019". Proceedings of the AAAI Conference on Artificial Intelligence 33 (17.07.2019): 9751–53. http://dx.doi.org/10.1609/aaai.v33i01.33019751.
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The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of ten AI assignments from the 2019 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment specifications and supporting resources may be found at http: //modelai.gettysburg.edu.
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Neller, Todd W., Nathan Sprague, John Maraist, Lisa Zhang, Pouria Fewzee, Duri Long, Jonathan Moon i in. "Model AI Assignments 2021". Proceedings of the AAAI Conference on Artificial Intelligence 35, nr 17 (18.05.2021): 15705–6. http://dx.doi.org/10.1609/aaai.v35i17.17850.
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The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of six AI assignments from the 2021 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment specifications and supporting resources may be found at http://modelai.gettysburg.edu.
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Neller, Todd W., Jazmin Collins, Daniel Schneider, Yim Register, Christopher Brooks, Chiawei Tang, Chaolin Liu i in. "Model AI Assignments 2022". Proceedings of the AAAI Conference on Artificial Intelligence 36, nr 11 (28.06.2022): 12863–64. http://dx.doi.org/10.1609/aaai.v36i11.21569.
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The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of six AI assignments from the 2022 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment specifications and supporting resources may be found at http://modelai.gettysburg.edu.
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Neller, Todd W., Raechel Walker, Olivia Dias, Zeynep Yalçın, Cynthia Breazeal, Matt Taylor, Michele Donini i in. "Model AI Assignments 2023". Proceedings of the AAAI Conference on Artificial Intelligence 37, nr 13 (26.06.2023): 16104–5. http://dx.doi.org/10.1609/aaai.v37i13.26913.
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The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of six AI assignments from the 2023 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment specifications and supporting resources may be found at http://modelai.gettysburg.edu .
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Neller, Todd, Laura Brown, John Earnest, Jason Hiebel i Douglas Turnbul. "Model AI Assignments 2012". Proceedings of the AAAI Conference on Artificial Intelligence 26, nr 3 (4.10.2021): 2377–78. http://dx.doi.org/10.1609/aaai.v26i3.18957.
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The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning ex- perience, we here present abstracts of three AI assignments from the 2012 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment specifications and supporting resources may be found at http://modelai.gettysburg.edu.
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Widyandana, Widyandana. "Evaluasi Penugasan Clinical Reasoning dan Refleksi Mahasiswa di SKills Lab FK UGM". Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, nr 1 (28.03.2014): 1. http://dx.doi.org/10.22146/jpki.25190.
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Background: Teaching clinical reasoning and reflection skills in skills laboratory are usually neglected, therefore Skills Lab of FM UGM initiate to teach those skills for undergraduate students. This study aimed to evaluate student’s assignment of clinical reasoning and reflection skills and explore how to improve it.Method: An experimental study by giving student assignments to make an essay about particular disease based on SKDI level 4 that written on a medical record and reflection form format. All 4th-year medical students of FM GMU (n=186) and skills lab instructors (n=5) were involved. Assignments were assessed (by the instructors) using instrument by Driessen (2008), and analyzed by correlating those scores with students’ OSCE score and GPA using Pearson Correlation test. Qualitative data collected by deep interview with assessors and analyzed using Inductive Content Analysis by 2 coders.Results: There were no significant correlation between assignment score with OSCE score and GPA. However, there were significant correlations (p<0.05) between score of clinical reasoning with reflection skills, and OSCE score with GPA. Assessors conclude that assignment has been good enough to stimulate clinical reasoning and reflection skills, but still had weaknesses e.g. incompatibility of assignment’s format to assessment’s checklist, unclear instructions, and no assignment’s sample that made students submitted in various format.Conclusion: The assignment has been successfully conducted in Skills Lab FM UGM, however it needs some improvement, such as giving detail instructions, examples, and matching it with assessment instrument.
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ZHAO, YI-FAN, i JIAN-FENG ZHENG. "NETWORK TRAFFIC ASSIGNMENTS AND TRANSPORTATION DYNAMICS OVER DIFFERENT TOPOLOGIES". International Journal of Modern Physics C 19, nr 09 (wrzesień 2008): 1337–47. http://dx.doi.org/10.1142/s012918310801300x.
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Many real systems can be regarded as complex networks. In this paper, we investigate the influence of traffic assignments on transportation dynamics in complex networks with different topologies. The sequential problem is motivated by the fact that some previous works are only on traffic assignment of user equilibrium (UE). We introduce traffic assignments of system equilibrium (SE) and system optimization (SO) to analyze the relationship between traffic assignments and network topologies. In terms of these traffic assignments, some interesting results concerning system total cost are obtained. Simulation results demonstrate that load distribution also exhibits a power-law behavior for SE and SO assignments in scale-free networks. Furthermore, the exponents for SE and SO assignments are much larger than that for UE assignment. It indicates that traffic assignments play an important role in determining the transportation dynamics in scale-free networks. Finally, cascading failures of link removal in different topologies are discussed.
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Neller, Todd, Laura Brown, Roger West, James Heliotis, Sean Strout, Ivona Bezáková, Bikramjit Banerjee i Daniel Thompson. "Model AI Assignments 2014 Laura E. Brown Michigan Technological University lebrown@mtu.edu". Proceedings of the AAAI Conference on Artificial Intelligence 28, nr 3 (27.07.2014): 3054–55. http://dx.doi.org/10.1609/aaai.v28i3.19038.
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The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of five AI assignments from the 2014 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment specifications and supporting resources may be found at http://modelai.gettysburg.edu.
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Neller, Todd, John DeNero, Dan Klein, Sven Koenig, William Yeoh, Xiaoming Zheng, Kenny Daniel i in. "Model AI Assignments". Proceedings of the AAAI Conference on Artificial Intelligence 24, nr 3 (15.07.2010): 1919–21. http://dx.doi.org/10.1609/aaai.v24i3.18837.
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The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of eight AI assignments that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs.
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Suamuang, Wuttiporn, Matthew A. Easter i Surachai Suksakulchai. "RELATIONS BETWEEN INSTRUCTOR FEEDBACK, SELF-REGULATION, ASSIGNMENT COMPLETION AND ACADEMIC ACHIEVEMENT IN THAI HIGHER LEARNING INSTITUTIONS". Malaysian Journal of Learning and Instruction 18, Number 1 (31.01.2021): 85–109. http://dx.doi.org/10.32890/mjli2021.18.1.4.
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Purpose – Aassignments have been linked with various benefits, including a higher quality of learning and academic achievement. The purpose of this study was to explore the relationship between assignment completion and academic achievement in higher education. Specifically, it investigated the impact of instructor feedback and three constructs of self-regulation (self-efficacy, time management, and help-seeking) on assignment completion (time spent on assignments and number of assignments completed) and academic achievement. Methodology – The study employed a correlational research design and a self-report survey. Data was collected from 1,106 undergraduate students in six universities in Thailand through a convenience sampling approach. Structural equation modelling was used to establish the strength of the relationships among the constructs of the model. Findings – The number of assignments completed was found to have a strong association with academic achievement. Time management was the strongest predictor of the number of assignments completed as well as time spent on assignments. Time management was also the mediator between self-efficacy and the number of assignments completed. However, help-seeking was negatively associated with both the number of assignments completed and academic achievement. Significance – These results have educational implications, and should be helpful for instructors, instructional designers and educators who may use the information to offer undergraduate students appropriate learning tools, strategies and environments for supporting assignment completion and academic achievement. Keywords: Academic achievement, assignment completion, help-seeking, Thai higher education, time management, self-efficacy.
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Bouchard St-Amant, Pier-André. "Optimizing Health and Safety Inspections in Canada". International Journal of Occupational Safety and Health 7, nr 2 (1.06.2017): 3–16. http://dx.doi.org/10.3126/ijosh.v7i2.22890.
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Background: Each year, the Canadian government assigns inspectors to visit firms and ensure compliance to the occupational health and safety provisions of the Canada Labour Code. This paper presents evidence supporting the hypothesis that assignments reduce the number of disabling injuries. It also presents a mathematical technique improving the performance of how firms are chosen for inspection.
Methods: By combining two administrative databases covering worksites under federal jurisdiction, the impact of assignments on injuries is estimated using instrumental variables. The instruments are the exogenous part of the government’s assignment rule for inspectors.
Results: The impact of one assignment on injuries is estimated to be -0.33 in the year following the assignment. Furthermore, by introducing a measure of diminishing marginal returns of assignments by sector, a more efficient assignment rule to help further minimize the number of injuries resulting from non-compliance with the Labour Code is suggested. This improved rule includes a reallocation of assignments across industries compared to the current allocation. In particular, assignments are transferred from the sectors of Air Transport and Road Transport to the sectors of Banking, Postal Contractors and Crown Corporations.
Conclusions: A counterfactual experiment with the new allocation of assignments suggests an 18% decrease in the number of injuries for the same yearly average number of assignments. Based on available estimates of the cost of injuries, the suggested change in the targeting tool would lead to annual savings of 72 million dollars in workers’ compensation claims.
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Hogue Smith, Cheryl. "Feature: All Truly Great Thoughts Are Conceived While Walking1”: Academic Inclusion through Multimodal Walkabouts". Teaching English in the Two-Year College 47, nr 1 (1.09.2019): 18–21. http://dx.doi.org/10.58680/tetyc201930321.
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This article explores the value of including creative assignments in the composition classroom. Specifically, it demonstrates how a multimodal assignment can help struggling students develop the confidence to succeed on creative assignments and on subsequent more traditional academic assignments.
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Eaganathan, Umapathy, i Syed Md. Maruf Hasan. "Proposed literature review on ASIA pacific university assignment submission and feedback system for future development". International Journal of Engineering & Technology 7, nr 3.3 (8.06.2018): 480. http://dx.doi.org/10.14419/ijet.v7i2.33.14815.
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This paper will explain about the proposed literature review about assignment submission system for Asia Pacific University, Malaysia. Currently this university operating to receive assignments from students directly also students need to be in queue by spending time for the submission of assignment. Still most of the universities here in Malaysia following traditional way to manage student’s assignments within a given time frame. Thus, students are facing many troublesome issues while submitting their assignments. Wasting money is one the most important issues while submitting assignment. They need to print and bind then submit at admin desk which is sometime costly. Besides, day by day living cost is becoming expensive compare to previous time. So, it is impossible for students to cope up with so much expenses. The main aims to help students to understand the importance of submitting assignments on time as well as reinforcing the essential skill of time management, so that students are aware of the importance of submitting assignments on time despite any circumstances. Here proposed the literature review in detail for the future development of easy assignment submission system for Asia Pacific University, Malaysia.
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Neller, Todd W., Pia Bideau, David Bierbach, Wolfgang Hönig, Nir Lipovetzky, Christian Muise, Lino Coria i in. "Model AI Assignments 2024". Proceedings of the AAAI Conference on Artificial Intelligence 38, nr 21 (24.03.2024): 23370–71. http://dx.doi.org/10.1609/aaai.v38i21.30386.
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The Model AI Assignments session seeks to gather and dis- seminate the best assignment designs of the Artificial In- telligence (AI) Education community. Recognizing that as- signments form the core of student learning experience, we here present abstracts of five AI assignments from the 2024 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment spec- ifications and supporting resources may be found at http://modelai.gettysburg.edu.
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Suleman, Suleman, Sri Wahyuni Antu i Salma Malanua. "The Influence of Assignment Methods and Learning Behavior on Student Learning Outcomes". Journal La Edusci 3, nr 2 (30.03.2022): 28–36. http://dx.doi.org/10.37899/journallaedusci.v3i2.607.
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This study aims to determine: (1) Differences in science learning outcomes for students who are given assignments individually and students who are given assignments in groups, (2) The effect of the interaction between the assignment method and student learning behavior on science learning outcomes, (3) Differences in results learning science between students who are given assignments individually and students who are given assignments in groups, for students who behave introverted, (4) Differences in science learning outcomes between students who are given assignments individually and students who are given assignments in groups, for students who behave extroverted. This research was conducted at SDN 1 Bone Raya using the 2 x 2 factorial design method. The results showed that: (1) there were differences in science learning outcomes for students who were assigned individual assignments and students who were assigned group assignments. This can be seen from the average score of Science Learning Outcomes, where XA1 = 17.50 is higher than XA2 = 15.33, (2) there is an interaction effect between the assignment method and learning behavior on science learning outcomes, (3 ) there are differences in learning outcomes. Science between students who were given assignments individually and students who were given assignments in groups for students who behaved introverted, as seen from the average score of science learning outcomes, where XA1B1 = 21.73 was greater than XA2B1 = 13.
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Kimura, Kei, i Kazuhisa Makino. "Linear Satisfiability Preserving Assignments". Journal of Artificial Intelligence Research 61 (27.02.2018): 291–321. http://dx.doi.org/10.1613/jair.5658.
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In this paper, we study several classes of satisfiability preserving assignments to the constraint satisfaction problem (CSP). In particular, we consider fixable, autark and satisfying assignments. Since it is in general NP-hard to find a nontrivial (i.e., nonempty) satisfiability preserving assignment, we introduce linear satisfiability preserving assignments, which are defined by polyhedral cones in an associated vector space. The vector space is obtained by the identification, introduced by Kullmann, of assignments with real vectors. We consider arbitrary polyhedral cones, where only restricted classes of cones for autark assignments are considered in the literature. We reveal that cones in certain classes are maximal as a convex subset of the set of the associated vectors, which can be regarded as extensions of Kullmann's results for autark assignments of CNFs. As algorithmic results, we present a pseudo-polynomial time algorithm that computes a linear fixable assignment for a given integer linear system, which implies the well known pseudo-polynomial solvability for integer linear systems such as two-variable-per-inequality (TVPI), Horn and q-Horn systems.
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Catlett, Dylan, Kevin Son i Connie Liang. "ensembleTax: an R package for determinations of ensemble taxonomic assignments of phylogenetically-informative marker gene sequences". PeerJ 9 (26.07.2021): e11865. http://dx.doi.org/10.7717/peerj.11865.
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Background High-throughput sequencing of phylogenetically informative marker genes is a widely used method to assess the diversity and composition of microbial communities. Taxonomic assignment of sampled marker gene sequences (referred to as amplicon sequence variants, or ASVs) imparts ecological significance to these genetic data. To assign taxonomy to an ASV, a taxonomic assignment algorithm compares the ASV to a collection of reference sequences (a reference database) with known taxonomic affiliations. However, many taxonomic assignment algorithms and reference databases are available, and the optimal algorithm and database for a particular scientific question is often unclear. Here, we present the ensembleTax R package, which provides an efficient framework for integrating taxonomic assignments predicted with any number of taxonomic assignment algorithms and reference databases to determine ensemble taxonomic assignments for ASVs. Methods The ensembleTax R package relies on two core algorithms: taxmapper and assign.ensembleTax. The taxmapper algorithm maps taxonomic assignments derived from one reference database onto the taxonomic nomenclature (a set of taxonomic naming and ranking conventions) of another reference database. The assign.ensembleTax algorithm computes ensemble taxonomic assignments for each ASV in a data set based on any number of taxonomic assignments determined with independent methods. Various parameters allow analysts to prioritize obtaining either more ASVs with more predicted clade names or more robust clade name predictions supported by multiple independent methods in ensemble taxonomic assignments. Results The ensembleTax R package is used to compute two sets of ensemble taxonomic assignments for a collection of protistan ASVs sampled from the coastal ocean. Comparisons of taxonomic assignments predicted by individual methods with those predicted by ensemble methods show that conservative implementations of the ensembleTax package minimize disagreements between taxonomic assignments predicted by individual and ensemble methods, but result in ASVs with fewer ranks assigned taxonomy. Less conservative implementations of the ensembleTax package result in an increased fraction of ASVs classified at all taxonomic ranks, but increase the number of ASVs for which ensemble assignments disagree with those predicted by individual methods. Discussion We discuss how implementation of the ensembleTax R package may be optimized to address specific scientific objectives based on the results of the application of the ensembleTax package to marine protist communities. While further work is required to evaluate the accuracy of ensemble taxonomic assignments relative to taxonomic assignments predicted by individual methods, we also discuss scenarios where ensemble methods are expected to improve the accuracy of taxonomy prediction for ASVs.
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Neller, Todd, Marie DesJardins, Tim Oates i Matthew Taylor. "Model AI Assignments 2011". Proceedings of the AAAI Conference on Artificial Intelligence 25, nr 3 (1.10.2021): 1746. http://dx.doi.org/10.1609/aaai.v25i3.18843.
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The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of three AI assignments from the 2011 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs.
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Landrum, Brittany, i Gilbert Garza. "What's in a Name? Exploring the Impact of Naming Assignments". Alberta Journal of Educational Research 62, nr 3 (18.01.2017): 306–17. http://dx.doi.org/10.55016/ojs/ajer.v62i3.56255.
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Past research has examined how various elements and style of a syllabus influence students’ perceptions of the class. Furthermore, students’ learning and grade orientations have been shown to impact academic performance and effort. We sought to add to this literature by exploring how an assignment’s name might impact estimates of time to be spent on and the importance of the assignment. We also explored the separate interaction effect of the attitudes and behaviors subscales of these orientations on students’ perceptions separately. In total, 159 undergraduate students completed a survey with a written assignment called “Quiz,” “Exam,” or “Journal.” Participants answered questions from the LOGO-II scale, and regarding their anticipated effort, time to be spent on, and the importance of the assignment. We found that the quiz and exam were perceived as more important than the journal even though participants reported spending the least amount of time on the quiz. Significant interactions between name and learning/grade orientation suggest that for students with high motivation to learn (attitudes and behaviors), all assignments are perceived as an opportunity to learn. However, for students focused on grades (grade orientation behaviors), all graded assignments are opportunities for grades and hence equally important. These results support analyzing attitudes and behaviors separately. Results are discussed in light of previous research and directions for future research.
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Ehlers, Lars, i Thayer Morrill. "(Il)legal Assignments in School Choice". Review of Economic Studies 87, nr 4 (16.08.2019): 1837–75. http://dx.doi.org/10.1093/restud/rdz041.
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Abstract In public school choice, students with strict preferences are assigned to schools. Schools are endowed with priorities over students. Incorporating constraints from different applications, priorities are often modelled as choice functions over sets of students. It has been argued that the most desirable criterion for an assignment is stability; there should not exist any blocking pair: no student shall prefer some school to her assigned school and have higher priority than some student who got into that school or the school has an empty seat. We propose a blocking notion where in addition it must be possible to assign the student to her preferred school. We then define the following stability criterion for a set of assignments: a set of assignments is legal if and only if any assignment outside the set is blocked with some assignment in the set and no two assignments inside the set block each other. We show that under very basic conditions on priorities, there always exists a unique legal set of assignments, and that this set has a structure common to the set of stable assignments: (i) it is a lattice and (ii) it satisfies the rural hospitals theorem. The student-optimal legal assignment is efficient and provides a solution for the conflict between stability and efficiency.
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Whalen, D. Joel. "Selections From the ABC 2018 Annual Conference, Miami, Florida: Bridging Teaching Ideas From the Innovator to the Classroom". Business and Professional Communication Quarterly 82, nr 3 (6.03.2019): 370–93. http://dx.doi.org/10.1177/2329490619833378.
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This article offers readers 13 My Favorite Assignments that were presented at the Association for Business Communication’s 83rd annual conference held in Miami, Florida, in 2018. The teaching innovations offered include assignments that present quick, fun icebreaker exercises; visual communication and diversity; rhetoric; email; and informational interviews. Additional assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are posted on the Association for Business Communication and DePaul University Center for Sales Leadership websites: https://www.businesscommunication.org/page/assignments and https://salesleadershipcenter.com/research/business-professional-communication-quarterly-my-favorite-assignment
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Diponegoro, Ahmad. "Enhancement method for assignments of staff in multiple events". SHS Web of Conferences 49 (2018): 02005. http://dx.doi.org/10.1051/shsconf/20184902005.
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A problem of staff assignment in an organization with multiple assignments of scheduled events is addressed here. The objective is to propose an efficient and practical approach for enhancing a given policy of staff assignments to attain a more efficient operation. To address the problem, a multi-period assignment model formulation is employed here. Using this approach, an efficient heuristic method is devised to obtain enhancements of any given solution policy. A numerical example is provided for clarity in implementing the proposed method. This research is expected to provide a meaningful contribution to managing staff assignments in various types of organizations.
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Gichobi, Mary, i Alejandro Andreotti. "Preservice Teachers’ Learning to Respond on the Basis of Children’s Mathematical Understanding". Education Research International 2019 (2.05.2019): 1–20. http://dx.doi.org/10.1155/2019/7426959.
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This study examined the extent to which preservice teachers (PSTs) develop their capacity to attend to children’s strategies and interpret and respond on the basis of children’s mathematical understanding in the context of two well-designed assignments: Inquiry into Student Thinking assignment and tutoring assignment. The two assignments were assigned after 6 and 10 weeks of instruction, respectively. The analysis revealed that PSTs attended to children’s strategies and interpreted children’s mathematical understanding but struggled with the component skill of responding to children’s mathematical understanding in the two assignments. Although the nature of tasks selected differed across the two assignments, generally PSTs focused on tasks that would develop children’s mathematical understanding. The findings have theoretical implications for a hypothesized trajectory of professional noticing of children’s mathematical understanding and the design of mathematics methods courses.
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Ilomäki, Liisa, Minna Lakkala, Hanni Muukkonen, Sami Paavola i Auli Toom. "Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School". Education Sciences 13, nr 5 (4.05.2023): 471. http://dx.doi.org/10.3390/educsci13050471.
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This study reports on whether students have the opportunity to acquire generic competencies when they work with knowledge-related assignments at upper secondary school. We investigated 30 assignments. The data included lesson observations and interviews with teachers. The main categories of teaching practices were theory-based, and the subcategories and the levels of intensity were based on qualitative analysis of the data. The most common categories were Object-orientedness, Epistemic challenge, Process-like emphasis, Intensity of collaboration, Cross-fertilisation, and Information practices. The least common categories were Cross-fertilisation, Process-like emphasis, and Object-orientedness. Cluster analysis produced three groups: Open and challenging assignments with guidance and support (eight cases), Demanding assignments without support (seven cases), and Well-defined, teacher-directed assignments (15 cases). Assignments of the first type support students’ knowledge-related competencies the best. The second type of assignment is demanding because students work independently with limited support for challenging assignments. Assignments of the third type were well-structured and teacher-centered assignments.
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August, Ella, Karen Burke, Cathy Fleischer i James A. Trostle. "Writing Assignments in Epidemiology Courses: How Many and How Good?" Public Health Reports 134, nr 4 (21.05.2019): 441–46. http://dx.doi.org/10.1177/0033354919849942.
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Objectives:Schools and programs of public health are concerned about poor student writing. We determined the proportion of epidemiology courses that required writing assignments and the presence of 6 characteristics of these assignments.Methods:We requested syllabi, writing assignments, and grading criteria from instructors of graduate and undergraduate epidemiology courses taught during 2016 or 2017. We assessed the extent to which these assignments incorporated 6 characteristics of effective writing assignments: (1) a description of the purpose of the writing or learning goals of the assignment, (2) a document type (eg, article, grant) used in public health, (3) an identified target audience, (4) incorporation of tasks that support the writing process (eg, revision), (5) a topic related to a public health problem that requires critical thinking (1-5 scale, 5 = most authentic), and (6) clear assignment expectations (1-5 scale, 5 = clearest).Results:We contacted 594 instructors from 58 institutions and received at least some evaluable materials from 59 courses at 28 institutions. Of these, 47 of 53 (89%) courses required some writing. The purpose was adequately described in 11 of 36 assignments, the required document type was appropriate in 19 of 43 assignments, an audience was identified in 6 of 37 assignments, and tasks that supported a writing process were incorporated in 19 of 40 assignments. Median (interquartile range) scores were 5 (1-5) for an authentic problem that required critical thinking and 4 (2-5) for clarity of expectations.Conclusions:The characteristics of writing assignments in public health programs do not reflect best practices in writing instruction and should be improved.
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Mitchell, Joshua M., Robert M. Flight i Hunter N. B. Moseley. "Deriving Lipid Classification Based on Molecular Formulas". Metabolites 10, nr 3 (24.03.2020): 122. http://dx.doi.org/10.3390/metabo10030122.
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Despite instrument and algorithmic improvements, the untargeted and accurate assignment of metabolites remains an unsolved problem in metabolomics. New assignment methods such as our SMIRFE algorithm can assign elemental molecular formulas to observed spectral features in a highly untargeted manner without orthogonal information from tandem MS or chromatography. However, for many lipidomics applications, it is necessary to know at least the lipid category or class that is associated with a detected spectral feature to derive a biochemical interpretation. Our goal is to develop a method for robustly classifying elemental molecular formula assignments into lipid categories for an application to SMIRFE-generated assignments. Using a Random Forest machine learning approach, we developed a method that can predict lipid category and class from SMIRFE non-adducted molecular formula assignments. Our methods achieve high average predictive accuracy (>90%) and precision (>83%) across all eight of the lipid categories in the LIPIDMAPS database. Classification performance was evaluated using sets of theoretical, data-derived, and artifactual molecular formulas. Our methods enable the lipid classification of non-adducted molecular formula assignments generated by SMIRFE without orthogonal information, facilitating the biochemical interpretation of untargeted lipidomics experiments. This lipid classification appears insufficient for validating single-spectrum assignments, but could be useful in cross-spectrum assignment validation.
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Farewell, Stephanie M. "An Introduction to XBRL through the Use of Research and Technical Assignments". Journal of Information Systems 20, nr 1 (1.03.2006): 161–85. http://dx.doi.org/10.2308/jis.2006.20.1.161.
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This project is designed to facilitate an understanding of eXtensible Business Reporting Language (XBRL). The materials are structured so that each can be used independently of the other components. The materials consist of a reading, research assignments, and two technical assignments. The reading is written to provide a background on XBRL. After obtaining a basic understanding of XBRL, research and technical assignments are used to increase the student's skill-set. The research assignments look at the evolution of XBRL. The first technical assignment modifies and styles eXtensible Markup Language (XML) tagged data. In the second technical assignment an industry extension is developed to the promulgated Commercial and Industrial (C-I) taxonomy. The second technical assignment concludes with the creation of an instance document and viewing of the instance document with a style sheet. Through an understanding of XBRL, students will possess an important basic skill-set for a technology that will likely play a significant role in the future of accounting. In addition, they should have an appreciation for the purpose of XBRL, including the nature of the technology and the inherent challenges.
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Segbenya, Moses, i Nana Yaw Oppong. "Intention for international assignment among workers in Ghana: Modelling the role of motivators, demotivators and cultural disposition". PLOS ONE 18, nr 5 (4.05.2023): e0284615. http://dx.doi.org/10.1371/journal.pone.0284615.
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This study examined intention for international assignment among workers in Ghana by modelling the role of motivators, demotivators and cultural disposition on such intentions. The cross-sectional survey design was used to sample 723 workers drawn from Northern Ghana. Data were collected with a self-administered questionnaire. The Partial Least Square-Structural Equation Modelling was used to analyse the data collected. The study found from individual workers’ and developing economy perspectives that cultural disposition influences motivation for accepting international assignments and expatriates’ intention to accept international assignments. Motivation and demotivation among workers were also found to have had a statistically significant relationship between expatriate intention and significantly mediated the relationship between cultural disposition and expatriate intention to participate in international assignments. Cultural disposition was, however, found to have a non-significance relationship with expatriates’ intention to accept an international assignment. It is therefore recommended that human resource managers should make international assignments attractive for workers and expose workers to cross-cultural training through job rotations, working in teams and experiential training. It is expected that such opportunities prepare individuals for an international assignment.
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Rahmawati, Miftah Sigit, i Rendra Soekarta. "Social Media-Based E-learning and Online Assignments on Algebraic Materials". Jurnal Pendidikan Matematika 15, nr 2 (30.06.2021): 175–90. http://dx.doi.org/10.22342/jpm.15.2.13714.175-190.
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This study aims at evaluating the application of social media-based e-learning and online assignments during Covid-19 pandemic based on: (1) the availability of facilities and infrastructure in implementing social media-based e-learning and online assignments during the Covid-19 pandemic, (2) comprehension and management of e-learning and online assignments by lecturers and students, (3) social media-based e-learning and online assignments. This study is a qualitative descriptive study using the CIPP evaluation by evaluating each component, including context, input, process and product/outcome. The sources of study data involved lecturers and students of Informatics Engineering at Muhammadiyah University Sorong in Matrix Algebra course. The instruments of primary data collection was online assignments and Google Form questionnaires, while secondary data was obtained through observation, literature study, documentation and interviews. The results show that students obtained an overall average score (mean) of 76.4 from the maximum score of 100, and a percentage of assignment collection of 65.78%. This results were categorized as adequate, in meaning it is rather effective for theory comprehension, and was categorized as moderate in terms of boosting students’ motivation in doing social media-based online assignments, depending on the type of assignment. This signifies that the evaluation of CIPP in social media-based e-learning and online assignments in algebra has positive outcome in terms of infrastructure, management, and use.
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Whalen, D. Joel. "Selections From the ABC 2017 Annual Conference, Dublin, Ireland: Teaching With Yeats’s Elegance and Wilde’s Wit". Business and Professional Communication Quarterly 81, nr 3 (3.06.2018): 368–90. http://dx.doi.org/10.1177/2329490618768023.
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This article, the second of a two-part series, features 13 My Favorite Assignments that were introduced at the Association for Business Communication’s 82nd annual conference held in Dublin, Ireland, in 2017. The pedagogical innovations include assignments that teach students how to conduct primary research, present their findings, package messages for electronic media, and enhance students’ career and personal development. Additional assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are posted on the Association for Business Communication and DePaul University Center for Sales Leadership websites: http://www.businesscommunication.org/page/assignments and https://salesleadershipcenter.com/research/business-professional-communication-quarterly-my-favorite-assignment
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Heriningsih, Sucahyo, Sri Astuti i Marita Marita. "Application of Information Digitalization Technology in Audit Process Through Intelligent Process Automation (IPA) Approach". RSF Conference Series: Business, Management and Social Sciences 1, nr 3 (20.10.2021): 130–36. http://dx.doi.org/10.31098/bmss.v1i3.298.
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Intelligent Process Automation (IPA) is a technology capable of organizing automation processes for structured, semi-structured, and unstructured data. In audit assignments, there are three types of assignments, namely structured, semi-structured and unstructured assignments. This study aims to identify the possibility of applying IPA (Intelligent Process Automation) in audit assignments. By using IPA technology, it is expected to be able to create efficiency and effectiveness in the audit process. As we know that audit assignments require time and high costs, so IPA technology is expected to be able to shorten audit time and costs without reducing the quality of services provided by auditors. This research is qualitative research using primary data. The respondents in this study are public accountants who work in the Public Accounting Firm (KAP). The research instrument consists of mapping structured, semi-structured, unstructured audit assignments; then identified each with the possibility of applying IPA (Intelligent Process Automation) in each audit process. Respondents in this study were forty-one. The results of the analysis using descriptive analysis and frequency analysis, and it was found that the use of automation of audit procedures at the audit planning stage was still rarely used. With the following details (1) structured assignment, still rarely used; (2) semi-structured assignment, still rarely used; (3) unstructured assignments, sometimes used. Meanwhile, the use of automation of audit procedures at the control and substantive testing stage as well as the overall conclusion (audit completion) stage is sometimes used, both structured, semi-structured, and unstructured assignments.
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Gupte, Trisha, Field M. Watts, Jennifer A. Schmidt-McCormack, Ina Zaimi, Anne Ruggles Gere i Ginger V. Shultz. "Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities". Chemistry Education Research and Practice 22, nr 2 (2021): 396–414. http://dx.doi.org/10.1039/d0rp00266f.
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Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.
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Novak, Matija, i Dragutin Kermek. "Assessment Automation of Complex Student Programming Assignments". Education Sciences 14, nr 1 (1.01.2024): 54. http://dx.doi.org/10.3390/educsci14010054.
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Grading student programming assignments is not an easy task. This task is even more challenging when talking about complex programming assignments at university graduate level. By complex assignments, we mean assignments where students have to program a complete application from scratch. For example, building a complete web application with a client and server side, whereby the application uses multiple threads that gather data from some external service (like the REST service, IoT sensors, etc.), processes these data and store them in some storage (e.g., a database), implements a custom protocol over a socket or something similar, implements their own REST/SOAP/GraphQL service, then sends or receives JMS/MQTT/WebSocket messages, etc. Such assignments give students an inside view of building real Internet applications. On the other hand, assignments like these take a long time to be tested and graded manually, e.g., up to 1 h per student. To speed up the assessment process, there are different automation possibilities that can check for the correctness of some application parts without endangering the grading quality. In this study, different possibilities of automation are described that have been improved over several years. This process takes advantage of unit testing, bash scripting, and other methods. The main goal of this study is to define an assessment process that can be used to grade complex programming assignments, with concrete examples of what and how to automate. This process involves assignment preparation for automation, plagiarism (i.e., better said similarity) detection, performing an automatic check of the correctness of each programming assignment, conducting an analysis of the obtained data, the awarding of points (grading) for each programming assignment, and other such activities. We also discuss what the downsides of automation are and why it is not possible to completely automate the grading process.
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McDowell, Liz. "Negotiating assignment pathways: students and academic assignments". Teaching in Higher Education 13, nr 4 (sierpień 2008): 423–35. http://dx.doi.org/10.1080/13562510802169699.
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Niswar, Muhammad. "Application of JavaScript Code Similarity Detection for Assessment of Web Programming Assignment". EPI International Journal of Engineering 5, nr 2 (31.08.2022): 81–85. http://dx.doi.org/10.25042/epi-ije.082022.01.
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Students tend to copy programming assignments from their classmates in programming courses. Students copy codes in various ways, such as changing variable names and code structure order. Lecturers spend much time checking programming assignments, especially when the number of students enrolled in the course is large. They must check whether students have completed their programming assignments individually or copied their classmates' assignments. We developed a JavaScript code similarity detection application for web programming coursework using lexical analysis and Jero Winkler's Algorithm. Our application can detect the level of the students’ programming assignment similarity and assist the lecturer in deciding on plagiarism.
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VĂIDĂHĂZAN, REMUS, IULIA JULEAN i ADINA MOHOLEA. "ONLINE UNIVERSITY TEACHING SYSTEM, WITH 7 MODULES, QUANTIFIED WITH EXPERIENCE POINTS (XP), IN COMPUTER-ASSISTED TRAINING, PSYCHOPEDAGOGICAL TRAINING MODULE". Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae 67, nr 2 (30.06.2022): 87–96. http://dx.doi.org/10.24193/subbeag.67(2).15.
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Abstract. In the present study, a gamified didactic system structured on 7 modules was built. Each training module offered students mandatory and optional assignments. A number of 53 assignments were designed for this didactic system, distributed on the 7 modules, of which 23 assignments were mandatory and 30 were optional. Each assignment had an equivalent number of experience points (XP). For the correct solving of each assignment the student received the grade "admitted" and the equivalent XP. It was verified, by evaluating the implemented system, the general level of attractiveness and students' perceptions on the level of pragmatism and on the hedonic aspect. Our research has shown that the degree of attractiveness of this system has been high enough to motivate us to implement it in the future. The stimulation and innovation that such a system brings are strong points that can promote involvement in didactic activity, but we must look for very effective ways to properly condition the solving of as many assignments as possible.
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Rothstein, Jesse. "Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables". Education Finance and Policy 4, nr 4 (październik 2009): 537–71. http://dx.doi.org/10.1162/edfp.2009.4.4.537.
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Nonrandom assignment of students to teachers can bias value-added estimates of teachers' causal effects. Rothstein (2008, 2010) shows that typical value-added models indicate large counterfactual effects of fifth-grade teachers on students' fourth-grade learning, indicating that classroom assignments are far from random. This article quantifies the resulting biases in estimates of fifth-grade teachers' causal effects from several value-added models, under varying assumptions about the assignment process. If assignments are assumed to depend only on observables, the most commonly used specifications are subject to important bias, but other feasible specifications are nearly free of bias. I also consider the case in which assignments depend on unobserved variables. I use the across-classroom variance of observables to calibrate several models of the sorting process. Results indicate that even the best feasible value-added models may be substantially biased, with the magnitude of the bias depending on the amount of information available for use in classroom assignments.
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Wages, Nolan A., i Evan Bagley. "Evaluation of irrational dose assignment definitions using the continual reassessment method". Clinical Trials 16, nr 6 (23.09.2019): 665–72. http://dx.doi.org/10.1177/1740774519873316.
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Background: This article studies the notion of irrational dose assignment in Phase I clinical trials. This property was recently defined by Zhou and colleagues as a dose assignment that fails to de-escalate the dose when two out of three, three out of six, or four out of six patients have experienced a dose-limiting toxicity event at the current dose level. The authors claimed that a drawback of the well-known continual reassessment method is that it can result in irrational dose assignments. The aim of this article is to examine this definition of irrationality more closely within the conduct of the continual reassessment method. Methods: Over a broad range of assumed dose-limiting toxicity probability scenarios for six study dose levels and a variety of target dose-limiting toxicity rates, we simulated 2000 trials of n = 36 patients. For each scenario, we counted the number of irrational dose assignments that were made by the continual reassessment method, according to the definitions of Zhou and colleagues. For each of the irrational decisions made, we classified the dose assignment as an underdose assignment, a target dose assignment, or an overdose assignment based on the true dose-limiting toxicity probability at that dose. Results: Across eight dose-toxicity scenarios, there were a total of 181,581 dose assignments made in the simulation study. Of these assignments, 8165 (4.5%) decisions were made when two out of three, three out of six, or four out of six patients had experienced a dose-limiting toxicity at the current dose. Of these 8165 decisions, 1505 (18.4%) recommended staying at the current dose level and would therefore be classified as irrational by Zhou and colleagues. Among the irrational decisions, 41.2% were misclassified, meaning they were made either at the true target dose (17.9%) or at a true underdose (23.3%). The remaining 58.8% were made at a true overdose and therefore truly irrational. Overall, irrational dose assignments comprised <1% of the total dose assignments made during the simulation study. Similar findings are reported in simulations across 100 randomly generated dose-toxicity scenarios from a recently proposed family of curves. Conclusion: Zhou and colleagues argue that the behavior of the continual reassessment method is disturbing due to its ability to make irrational dose assignments. These definitions are based on rules that mimic the popular 3 + 3 design, which should not be the benchmark used to construct guidelines for trial conduct of modern Phase I methods. Our study illustrates that these dose assignments occur very seldom in the continual reassessment method and that even when they do occur, they can often be considered sensible when accounting for all accumulated data in the study.
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Ascó, Amadeo. "An Analysis of Robustness Approaches for the Airport Baggage Sorting Station Assignment Problem". Journal of Optimization 2016 (2016): 1–19. http://dx.doi.org/10.1155/2016/1213949.
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In the Airport Baggage Sorting Station Assignment Problem (ABSSAP), the Baggage Sorting Stations (BSSs) are assigned to flights for the period of time necessary to perform their service for a given flights’ schedule. But the flights schedule may change on the day of operation which may deem the original assignment of some flights to BSSs infeasible. These changes may create conflicts between those flights whose schedules have changed and may not be restricted to those flights but propagating to the other flights for different reasons. Conflicts depend on the original assignments for the real arrival and departure flight times on the day of operation. It is therefore desirable to consider potential delays on the day of operation when generating the original flight assignments to BSSs, such that the final flight assignments differ little or do not differ at all from the original assignments on the day of operation. The term robustness is here used to give an indication of the degree to which this has been achieved. Some existing approaches originally presented in the Airport Gate Assignment Problem (AGAP) are adapted to the ABSSAP, other approaches are suggested for generating assignments which take account of potential perturbations on the day of operation for the ABSSAP, and all of them are then compared. It is shown that the suggested approaches by themselves do not perform better than the other considered approaches but when combined they enhance the result further compared to when each approach is used alone.
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Fusic S, Julius. "Online assignment approach in mechatronics system design course using Google classroom". Journal of Engineering Education Transformations 35, nr 2 (1.10.2021): 46–52. http://dx.doi.org/10.16920/jeet/2021/v35i2/22070.
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Abstract : In this cyber-driven world, assignments are submitted by higher education students by using pen, paper and pencil. With the outbreak COVID-19, the smart phones, tablets and computers/laptops play a vital role in educating the school students as well as higher education students. Despite the fact that the current generation students' skill development is through additional education modes like assignments, formative assessment, and model-based assignments and so on, the teaching and learning process remains old. Very few educators are using smart education tools to collect feedbacks, to assess student's knowledge using open CV's like Padlet, Plickers, Moodle and Google classroom. The introduction of online assignment submission enriches the student's skills, knowledge and content development skills. In this paper, the student's activities for submission of assignment and subject content clarification are performed using Google classroom as an interactive tool. The introduction of online assignment submission creates measurable difference in student's performance over traditional assignment submission.Although the student's performance, student characteristics and study behavior are explained using case study on Mechatronics system Design course and its impact on the students for further improvement in education system. Keywords: Peer teaching, online assignment, Google classroom, Mechatronics system design
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Pancanius, Yolgi, i Muhiddinur Kamal. "Academic Procrastination In Learning At MAN 3 Agam Students". BICC Proceedings 1 (18.09.2023): 194–200. http://dx.doi.org/10.30983/bicc.v1i1.74.
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This research is motivated by the existence of problems with MAN 3 Agam students, namely that there are students who delay doing assignments, it is evident that many students complain about doing assignments because of the difficulty of assignments given by the teacher, students choose not to do or postpone assignments because students are afraid of failing in doing the assignment, besides that students also spend a lot of time in making assignments given by the teacher, students think assignments can be done at any time. Task delays can hinder or even frustrate the achievement of goals in learning, regardless of whether the delay has a reason or not, delays in dealing with assignments are called procrastination. Academic procrastination is failure to do assignments within the desired timeframe or delaying doing assignments until the last minute. The method used in this research is descriptive qualitative research. The results of this study are the behavior that causes academic procrastination in the learning of MAN 3 Agam students, namely: 1) There is a delay in starting or completing the task at hand. 2) Delay in doing assignments where the student takes longer than others. 3) The time gap between the plan and the actual performance where the student has difficulty doing something within a specified time limit. 4) do other fun activities instead of doing the tasks that must be done.
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Ramli, Moh Sadly, Sugiarto Cokrowibowo i Muh Fahmi Rustan. "Uji Plagiarism pada Tugas Mahasiswa Menggunakan Algoritma Winnowing". Journal of Applied Computer Science and Technology 2, nr 2 (21.12.2021): 108–12. http://dx.doi.org/10.52158/jacost.v2i2.177.
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Plagiarism is the act of taking or plagiarizing the work, ideas or ideas of others either intentionally or unintentionally and claiming to be one's own work without mentioning the source or author. Often students plagiarize assignments given by the lecturer so that sometimes students just copy other people's assignments to complete the assignment. So that this can lead to dependence on other people in doing assignments and not being able to independently carry out assignments given by the lecturer. Currently, many plagiarism detection systems have been created to help reduce the level of plagiarism, one of which is the winnowing algorithm. In this study the authors used the winnowing algorithm to detect plagiarism in student assignments, namely programming source code, from the results of research conducted on 10 student assignments using the winnowing algorithm produced various similarity values as a percentage of similarity between two students tasks compared. With an average value of the overall similarity of the 10 tasks, namely 75.12%.
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Çavdar, Gamze, i Sue Doe. "Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments". PS: Political Science & Politics 45, nr 02 (14.03.2012): 298–306. http://dx.doi.org/10.1017/s1049096511002137.
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AbstractTraditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical thinking in a lower-division political science course. We argue that through well-designed writing assignments, instructors can encourage students to reconsider concepts, critically evaluate assumptions, and undertake substantive revisions of their writing.
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Liang, Jiaxin, Junping Zhou i Minghao Yin. "Enhance Diversified Top-k MaxSAT Solving by Incorporating New Strategy for Generating Diversified Initial Assignments (Student Abstract)". Proceedings of the AAAI Conference on Artificial Intelligence 38, nr 21 (24.03.2024): 23561–62. http://dx.doi.org/10.1609/aaai.v38i21.30473.
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The Diversified Top-k MaxSAT (DTKMS) problem is an extension of MaxSAT. The objective of DTKMS is to find k feasible assignments of a given formula, such that each assignment satisfies all hard clauses and the k assignments together satisfy the maximum number of soft clauses. This paper presents a local search algorithm, DTKMS-DIA, which incorporates a new approach to generating initial assignments. Experimental results indicate that DTKMS-DIA can achieve attractive performance on 826 instances compared with state-of-the-art solvers.
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Broockman, David E., i Daniel M. Butler. "Do Better Committee Assignments Meaningfully Benefit Legislators? Evidence from a Randomized Experiment in the Arkansas State Legislature". Journal of Experimental Political Science 2, nr 2 (2015): 152–63. http://dx.doi.org/10.1017/xps.2014.30.
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AbstractA large literature argues that the committee assignment process plays an important role in shaping legislative politics because some committees provide legislators with substantial benefits. However, evaluating the degree to which legislators benefit from winning their preferred assignments has been challenging with existing data. This paper sheds light on the benefits legislators accrue from winning their preferred committee assignments by exploiting rules in Arkansas’ state legislature, where legislators select their own committee assignments in a randomized order. The natural experiment indicates that legislators reap at most limited rewards from winning their preferred assignments. These results potentially raise questions about the robustness of widely held assumptions in literatures on party discipline and legislative organization.