assignment problem definition english

Assignment Problem: Meaning, Methods and Variations | Operations Research

After reading this article you will learn about:- 1. Meaning of Assignment Problem 2. Definition of Assignment Problem 3. Mathematical Formulation 4. Hungarian Method 5. Variations.

Meaning of Assignment Problem:

An assignment problem is a particular case of transportation problem where the objective is to assign a number of resources to an equal number of activities so as to minimise total cost or maximize total profit of allocation.

The problem of assignment arises because available resources such as men, machines etc. have varying degrees of efficiency for performing different activities, therefore, cost, profit or loss of performing the different activities is different.

Thus, the problem is “How should the assignments be made so as to optimize the given objective”. Some of the problem where the assignment technique may be useful are assignment of workers to machines, salesman to different sales areas.

Definition of Assignment Problem:

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Suppose there are n jobs to be performed and n persons are available for doing these jobs. Assume that each person can do each job at a term, though with varying degree of efficiency, let c ij be the cost if the i-th person is assigned to the j-th job. The problem is to find an assignment (which job should be assigned to which person one on-one basis) So that the total cost of performing all jobs is minimum, problem of this kind are known as assignment problem.

The assignment problem can be stated in the form of n x n cost matrix C real members as given in the following table:

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Assignment problem

The problem of optimally assigning $ m $ individuals to $ m $ jobs. It can be formulated as a linear programming problem that is a special case of the transport problem :

maximize $ \sum _ {i,j } c _ {ij } x _ {ij } $

$$ \sum _ { j } x _ {ij } = a _ {i} , i = 1 \dots m $$

(origins or supply),

$$ \sum _ { i } x _ {ij } = b _ {j} , j = 1 \dots n $$

(destinations or demand), where $ x _ {ij } \geq 0 $ and $ \sum a _ {i} = \sum b _ {j} $, which is called the balance condition. The assignment problem arises when $ m = n $ and all $ a _ {i} $ and $ b _ {j} $ are $ 1 $.

If all $ a _ {i} $ and $ b _ {j} $ in the transposed problem are integers, then there is an optimal solution for which all $ x _ {ij } $ are integers (Dantzig's theorem on integral solutions of the transport problem).

In the assignment problem, for such a solution $ x _ {ij } $ is either zero or one; $ x _ {ij } = 1 $ means that person $ i $ is assigned to job $ j $; the weight $ c _ {ij } $ is the utility of person $ i $ assigned to job $ j $.

The special structure of the transport problem and the assignment problem makes it possible to use algorithms that are more efficient than the simplex method . Some of these use the Hungarian method (see, e.g., [a5] , [a1] , Chapt. 7), which is based on the König–Egervary theorem (see König theorem ), the method of potentials (see [a1] , [a2] ), the out-of-kilter algorithm (see, e.g., [a3] ) or the transportation simplex method.

In turn, the transportation problem is a special case of the network optimization problem.

A totally different assignment problem is the pole assignment problem in control theory.

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How to Solve the Assignment Problem: A Complete Guide

Table of Contents

Assignment problem is a special type of linear programming problem that deals with assigning a number of resources to an equal number of tasks in the most efficient way. The goal is to minimize the total cost of assignments while ensuring that each task is assigned to only one resource and each resource is assigned to only one task. In this blog, we will discuss the solution of the assignment problem using the Hungarian method, which is a popular algorithm for solving the problem.

Understanding the Assignment Problem

Before we dive into the solution, it is important to understand the problem itself. In the assignment problem, we have a matrix of costs, where each row represents a resource and each column represents a task. The objective is to assign each resource to a task in such a way that the total cost of assignments is minimized. However, there are certain constraints that need to be satisfied – each resource can be assigned to only one task and each task can be assigned to only one resource.

Solving the Assignment Problem

There are various methods for solving the assignment problem, including the Hungarian method, the brute force method, and the auction algorithm. Here, we will focus on the steps involved in solving the assignment problem using the Hungarian method, which is the most commonly used and efficient method.

Step 1: Set up the cost matrix

The first step in solving the assignment problem is to set up the cost matrix, which represents the cost of assigning a task to an agent. The matrix should be square and have the same number of rows and columns as the number of tasks and agents, respectively.

Step 2: Subtract the smallest element from each row and column

To simplify the calculations, we need to reduce the size of the cost matrix by subtracting the smallest element from each row and column. This step is called matrix reduction.

Step 3: Cover all zeros with the minimum number of lines

The next step is to cover all zeros in the matrix with the minimum number of horizontal and vertical lines. This step is called matrix covering.

Step 4: Test for optimality and adjust the matrix

To test for optimality, we need to calculate the minimum number of lines required to cover all zeros in the matrix. If the number of lines equals the number of rows or columns, the solution is optimal. If not, we need to adjust the matrix and repeat steps 3 and 4 until we get an optimal solution.

Step 5: Assign the tasks to the agents

The final step is to assign the tasks to the agents based on the optimal solution obtained in step 4. This will give us the most cost-effective or profit-maximizing assignment.

Solution of the Assignment Problem using the Hungarian Method

The Hungarian method is an algorithm that uses a step-by-step approach to find the optimal assignment. The algorithm consists of the following steps:

• Subtract the smallest entry in each row from all the entries of the row.
• Subtract the smallest entry in each column from all the entries of the column.
• Draw the minimum number of lines to cover all zeros in the matrix. If the number of lines drawn is equal to the number of rows, we have an optimal solution. If not, go to step 4.
• Determine the smallest entry not covered by any line. Subtract it from all uncovered entries and add it to all entries covered by two lines. Go to step 3.

The above steps are repeated until an optimal solution is obtained. The optimal solution will have all zeros covered by the minimum number of lines. The assignments can be made by selecting the rows and columns with a single zero in the final matrix.

Applications of the Assignment Problem

The assignment problem has various applications in different fields, including computer science, economics, logistics, and management. In this section, we will provide some examples of how the assignment problem is used in real-life situations.

Applications in Computer Science

The assignment problem can be used in computer science to allocate resources to different tasks, such as allocating memory to processes or assigning threads to processors.

Applications in Economics

The assignment problem can be used in economics to allocate resources to different agents, such as allocating workers to jobs or assigning projects to contractors.

Applications in Logistics

The assignment problem can be used in logistics to allocate resources to different activities, such as allocating vehicles to routes or assigning warehouses to customers.

Applications in Management

The assignment problem can be used in management to allocate resources to different projects, such as allocating employees to tasks or assigning budgets to departments.

Let’s consider the following scenario: a manager needs to assign three employees to three different tasks. Each employee has different skills, and each task requires specific skills. The manager wants to minimize the total time it takes to complete all the tasks. The skills and the time required for each task are given in the table below:

The assignment problem is to determine which employee should be assigned to which task to minimize the total time required. To solve this problem, we can use the Hungarian method, which we discussed in the previous blog.

Using the Hungarian method, we first subtract the smallest entry in each row from all the entries of the row:

Next, we subtract the smallest entry in each column from all the entries of the column:

We draw the minimum number of lines to cover all the zeros in the matrix, which in this case is three:

Since the number of lines is equal to the number of rows, we have an optimal solution. The assignments can be made by selecting the rows and columns with a single zero in the final matrix. In this case, the optimal assignments are:

• Emp 1 to Task 3
• Emp 2 to Task 2
• Emp 3 to Task 1

This assignment results in a total time of 9 units.

I hope this example helps you better understand the assignment problem and how to solve it using the Hungarian method.

Solving the assignment problem may seem daunting, but with the right approach, it can be a straightforward process. By following the steps outlined in this guide, you can confidently tackle any assignment problem that comes your way.

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Operations Research

1 Operations Research-An Overview

• History of O.R.
• Approach, Techniques and Tools
• Phases and Processes of O.R. Study
• Typical Applications of O.R
• Limitations of Operations Research
• Models in Operations Research
• O.R. in real world

2 Linear Programming: Formulation and Graphical Method

• General formulation of Linear Programming Problem
• Optimisation Models
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4 Transportation Problem

• Basic Feasible Solution of a Transportation Problem
• Modified Distribution Method
• Stepping Stone Method
• Unbalanced Transportation Problem
• Degenerate Transportation Problem
• Transhipment Problem
• Maximisation in a Transportation Problem

5 Assignment Problem

• Solution of the Assignment Problem
• Unbalanced Assignment Problem
• Problem with some Infeasible Assignments
• Maximisation in an Assignment Problem
• Crew Assignment Problem

6 Application of Excel Solver to Solve LPP

• Building Excel model for solving LP: An Illustrative Example

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9 Dynamic Programming

• Dynamic Programming Methodology: An Example
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10 Non-Linear Programming

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11 Introduction to game theory and its Applications

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Solving an Assignment Problem

This section presents an example that shows how to solve an assignment problem using both the MIP solver and the CP-SAT solver.

In the example there are five workers (numbered 0-4) and four tasks (numbered 0-3). Note that there is one more worker than in the example in the Overview .

The costs of assigning workers to tasks are shown in the following table.

The problem is to assign each worker to at most one task, with no two workers performing the same task, while minimizing the total cost. Since there are more workers than tasks, one worker will not be assigned a task.

MIP solution

The following sections describe how to solve the problem using the MPSolver wrapper .

Import the libraries

The following code imports the required libraries.

Create the data

The following code creates the data for the problem.

The costs array corresponds to the table of costs for assigning workers to tasks, shown above.

Declare the MIP solver

The following code declares the MIP solver.

Create the variables

The following code creates binary integer variables for the problem.

Create the constraints

Create the objective function.

The following code creates the objective function for the problem.

The value of the objective function is the total cost over all variables that are assigned the value 1 by the solver.

Invoke the solver

The following code invokes the solver.

Print the solution

The following code prints the solution to the problem.

Here is the output of the program.

Complete programs

Here are the complete programs for the MIP solution.

CP SAT solution

The following sections describe how to solve the problem using the CP-SAT solver.

Declare the model

The following code declares the CP-SAT model.

The following code sets up the data for the problem.

The following code creates the constraints for the problem.

Here are the complete programs for the CP-SAT solution.

Except as otherwise noted, the content of this page is licensed under the Creative Commons Attribution 4.0 License , and code samples are licensed under the Apache 2.0 License . For details, see the Google Developers Site Policies . Java is a registered trademark of Oracle and/or its affiliates.

Last updated 2023-01-02 UTC.

The assignment problem revisited

• Original Paper
• Published: 16 August 2021
• Volume 16 , pages 1531–1548, ( 2022 )

Cite this article

• Carlos A. Alfaro   ORCID: orcid.org/0000-0001-9783-8587 1 ,
• Sergio L. Perez 2 ,
• Carlos E. Valencia 3 &
• Marcos C. Vargas 1  

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First, we give a detailed review of two algorithms that solve the minimization case of the assignment problem, the Bertsekas auction algorithm and the Goldberg & Kennedy algorithm. It was previously alluded that both algorithms are equivalent. We give a detailed proof that these algorithms are equivalent. Also, we perform experimental results comparing the performance of three algorithms for the assignment problem: the \(\epsilon \) - scaling auction algorithm , the Hungarian algorithm and the FlowAssign algorithm . The experiment shows that the auction algorithm still performs and scales better in practice than the other algorithms which are harder to implement and have better theoretical time complexity.

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Some results on an assignment problem variant

Pritibhushan Sinha

Integer Programming

A Full Description of Polytopes Related to the Index of the Lowest Nonzero Row of an Assignment Matrix

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Alfaro, C.A., Perez, S.L., Valencia, C.E. et al. The assignment problem revisited. Optim Lett 16 , 1531–1548 (2022). https://doi.org/10.1007/s11590-021-01791-4

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Operations Research - Definition and formulation of Assignment Problem | 12th Business Maths and Statistics : Chapter 10 : Operations Research

Chapter: 12th business maths and statistics : chapter 10 : operations research, definition and formulation of assignment problem.

Definition and formulation

Consider the problem of assigning n jobs to n machines (one job to one machine). Let C ij be the cost of assigning i th job to the j th machine and x ij represents the assignment of i th job to the j th machine.

 x ij is missing in any cell means that no assignment is made between the pair of job and machine.( i.e ) x ij = 0.

x ij presents in any cell means that an assignment is made their.In such cases x ij = 1

The assignment model can be written in LPP as follows

Subject to the constrains

The optimum assignment schedule remains unaltered if we add or subtract a constant from all the elements of the row or column of the assignment cost matrix.

If for an assignment problem all C ij > 0 then an assignment schedule (x ij ) which satisfies ∑ C ij x ij   = 0 must be optimal.

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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WHAT IS ASSIGNMENT PROBLEM

Assignment Problem is a special type of linear programming problem where the objective is to minimise the cost or time of completing a number of jobs by a number of persons.

The assignment problem in the general form can be stated as follows:

“Given n facilities, n jobs and the effectiveness of each facility for each job, the problem is to assign each facility to one and only one job in such a way that the measure of effectiveness is optimised (Maximised or Minimised).”

Several problems of management has a structure identical with the assignment problem.

Example I A manager has four persons (i.e. facilities) available for four separate jobs (i.e. jobs) and the cost of assigning (i.e. effectiveness) each job to each ...

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• DEFINITIONS

  Vocabulary      

What does Assignment problem mean?

Definitions for assignment problem as·sign·ment prob·lem, this dictionary definitions page includes all the possible meanings, example usage and translations of the word assignment problem ., wikidata rate this definition: 0.0 / 0 votes.

• Assignment problem

The assignment problem is one of the fundamental combinatorial optimization problems in the branch of optimization or operations research in mathematics. It consists of finding a maximum weight matching in a weighted bipartite graph. In its most general form, the problem is as follows: If the numbers of agents and tasks are equal and the total cost of the assignment for all tasks is equal to the sum of the costs for each agent, then the problem is called the linear assignment problem. Commonly, when speaking of the assignment problem without any additional qualification, then the linear assignment problem is meant.

How to pronounce Assignment problem?

Alex US English David US English Mark US English Daniel British Libby British Mia British Karen Australian Hayley Australian Natasha Australian Veena Indian Priya Indian Neerja Indian Zira US English Oliver British Wendy British Fred US English Tessa South African

How to say Assignment problem in sign language?

Chaldean Numerology

The numerical value of Assignment problem in Chaldean Numerology is: 2

Pythagorean Numerology

The numerical value of Assignment problem in Pythagorean Numerology is: 4

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Image credit, the web's largest resource for, definitions & translations, a member of the stands4 network, free, no signup required :, add to chrome, add to firefox, browse definitions.net, are you a words master, boldly resisting authority or an opposing force, Nearby & related entries:.

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Definition of assignment noun from the Oxford Advanced Learner's Dictionary

• Students are required to complete all homework assignments.
• You will need to complete three written assignments per semester.
• a business/special assignment
• I had set myself a tough assignment.
• on an assignment She is in Greece on an assignment for one of the Sunday newspapers.
• on assignment one of our reporters on assignment in China
• The students handed in their assignments.
• The teacher gave us an assignment on pollution.
• Why did you take on this assignment if you're so busy?
• He refused to accept the assignment.
• assignment on

Questions about grammar and vocabulary?

Find the answers with Practical English Usage online, your indispensable guide to problems in English.

• his assignment to other duties in the same company
• on assignment

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Meaning of assignment in English

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

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assignment | American Dictionary

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

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balancing act

a difficult situation in which someone has to try to give equal amounts of importance, time, attention, etc. to two or more different things at the same time

Binding, nailing, and gluing: talking about fastening things together

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Table of Contents

Ai, ethics & human agency, collaboration, information literacy, writing process, problem definition assignment.

A Problem Definition is a genre of writing that can also function as a mode of discourse

Assignment Guidelines

• Review the the deliverables for The Consulting Simulation. Skim the Problem Definition overview.
• Brainstorm about potential problems you would like to learn more about. Try to think about this for a bit of time, a day or two. Here you may find it useful to talk over ideas with friends. As always, it’s helpful to read what you can about topics of interest. Do a bit of preliminary research to develop more robust ideas.
• Post your problem definition to your new team members.

Discussion Post Guidelines

• Project Manager or Product Manager
• Research Director
• Senior Editor
• Design Director
• Quality Assurance
• Who experiences this problem?
• How do they experience the problem?
• Who are the stakeholders?
• What is the history of this problem?
• What unsatisfactory situation do you propose to investigate?
• What specifically is unsatisfactory about it? 
• Supply any data needed to prove that this is indeed a significant problem. Cite your sources.
• Note that for this discussion post you are not expected to have solutions to the problem. For now it’s enough that you have identified a real problem–a problem for specific people in specific contexts.

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