What is the Abbreviation for Assignment?
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How do you abbreviate assignment? There is one common way to abbreviate assignment .
- English asgmt.
The plural abbreviation of assignment is asgmts.
When to Use This Abbreviation
This abbreviation is used in classrooms, note taking, business, and any time space is of concern. You might abbreviate the word assignment to asgmt . on a homework list or see such abbreviations in note taking , headlines, or newspaper columns.
Outside of note taking or headlines, the word is not abbreviated in general prose.
What Does Assignment Mean?
- Eric had only two more pages of assigned reading but was too tired to follow the words in front of him and fell sound asleep in the arm chair.
- His assignment was to follow the waitress in order to train as a waiter.
The word assignment functions as a noun in the sentence.
Outside Examples of Assignment
- Real Estate heir Robert Durst has been assigned to an Indiana prison which has a medical unit, rather than the California prison requested because he faces a murder trial in Los Angeles, attorney Dick DeGuerin said Sunday. – New York Daily News
Summary: Assignment Abbreviation
There is one common abbreviation of assignment : asgmt. If you want to pluralize the abbreviation, simply add on an “s.”
- 1 When to Use This Abbreviation
- 2 What Does Assignment Mean?
- 3 Outside Examples of Assignment
- 4 Summary: Assignment Abbreviation
Online Resource to Write Good
December 3, 2016 by admin
Find out the Abbreviation for Assignment with Meaning & Definition
In this post, I will tell you assignment meaning with some interesting example sentences and I will let you know an abbreviation for the word assignment .
There are two different ways to abbreviate the word assignment . These two common ways are assg . and asgmt .
If you come across the plural of assignment , you just have to add an – s after its abbreviations to make them plural. So, the plural forms would be assgs . and asgmts .
Meaning of Assignment with Definition
This particular word is used as a noun within a sentence. According to Cambridge English Dictionary , assignment is defined as a piece of work given to someone, typically as part of their studies or job, or it can be a job that someone is sent somewhere to do.
1 . The professor gave us an assignment on the topic ‘Foreign Affairs’.
2 . The greatest failure in life is being successful in the wrong assignment . ( Myles Munroe )
Suitable Areas to use Assg. or Asgmt.
Assg . and asgmt . are the two ways to abbreviate the word assignment . It means that you cannot use these abbreviations in general prose or essays.
You can easily use these abbreviations for assignment in your classrooms while taking notes. The areas where you are not able to write the whole word assignment because of space limitations, such as in headlines, newspaper headings or any business papers, you can use an abbreviation for assignment over there.
• The next community photo assg . will be: Hoosier Holidays. ( Greensburg Daily News )
• We have been designated for an asgmt .
It is concluded that there are two common ways to abbreviate the term assignment i.e. assg . or asgmt . The plural forms can be assgs . and asgmts . (just by adding an – s ).
We've got 4 shorthands for Assignment »
What is the abbreviation for assignment , looking for the shorthand of assignment this page is about the various possible meanings of the acronym, abbreviation, shorthand or slang term: assignment ., what does assignment mean.
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Couldn't find the full form or full meaning of Assignment?
Maybe you were looking for one of these abbreviations:.
ASSHTO - ASSI - ASSIA - ASSIC - ASSIGN - ASSIST - ASSIT - ASSK - ASSL - ASSM
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Assignment Short Form
Assignment short form is asgmt. When it comes to schoolwork, one of the most common tasks students are given is writing assignments. But what exactly is an assignment? And more importantly, how can you make sure that you’re completing them to the best of your ability? In this post, we’ll go over everything you need to know about assignments so that you can ace them every time.
An assignment is simply a task that your teacher or professor has given to you. It’s their way of assessing your understanding of the material and your ability to apply it. Assignments can come in many different forms, but they all require you to put your knowledge to use in some way. For example, you may be asked to write an essay, create a presentation, or solve a problem. No matter what form it takes, though, the goal of an assignment is always the same: to test your understanding and give you practise applying what you’ve learned.
Of course, simply knowing what an assignment is doesn’t mean that you’ll always get it right. There are a few things that you should keep in mind if you want to make sure that you’re completing your assignments to the best of your ability. First, be sure to read the instructions carefully. Your teacher or professor will usually give you specific guidelines on what they’re looking for, so it’s important that you understand and follow them. If you’re unsure about anything, don’t hesitate to ask for clarification.
Another important thing to keep in mind is that quality is usually more important than quantity. In other words, it’s better to submit one well-written and thoughtful assignment than several rushed and sloppy ones. So take your time and make sure that your work is as good as it can be.
Finally, remember that practice makes perfect. The more experience you have with writing assignments, the better you’ll get at them. So don’t be discouraged if your first few tries aren’t perfect. Just keep at it and you’ll eventually get the hang of it.
By following these simple tips, you can make sure that you’re always completing your assignments to the best of your ability. Just remember to read the instructions carefully, focus on quality over quantity, and practice as much as you can. With a little effort, you’ll be getting top marks on your assignments in no time.
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The Power of Short Writing Assignments
Brief writing prompts and responses help students in any discipline.
A panicked student confronts a blank laptop screen late at night. A frazzled teacher sits in front of a pile of yet-to-be-graded essays the following evening. Long writing assignments can cause fear and anxiety for students and teachers.
Some educators avoid assigning writing, believing that they don’t have the time to either incorporate such a project or grade it. Thankfully, writing assignments need not be long in order to be effective. If you don’t wish to assign a potentially time-consuming project, try these short assignments to help students become better writers and thinkers.
Summarizing for Comprehension
Summaries are an easy way to incorporate writing into any subject. They are a valuable way to challenge students to concisely identify the main details, themes, or arguments in a piece of writing. The longer the reading assignment, the more demanding the process of writing a cogent summary.
Teach students how to engage the text in a conscientious manner, reading the material while noting its most important elements. I periodically ask my students to write a 50-word summary on a textbook chapter, an exercise that many of them find exceedingly difficult at first. Gradually they become more confident in distilling an author’s main points.
Share the best work with the class, underscoring the components of particularly effective summaries. When students hear the summaries of others, they develop a greater understanding of how to construct their own.
Prompt with Questions
Part of our jobs as teachers involves giving students the tools to continue learning new information on their own, as well as equipping them with the desire and skills to challenge their own biases. All of this involves teaching young people how to craft incisive questions.
Review with students the importance of questioning, and introduce to them different question-writing techniques, pausing before calling on a particular student to encourage every student to think about the answer.
Have students write a single-sentence question in response to a piece of nonfiction or fiction writing. Then, assign students to answer each other’s questions with another carefully constructed sentence. Each student should have a piece of writing—a question and an answer—that is roughly two sentences in length for teachers to review.
Consider employing question prompts such as Bloom’s question starters. Teachers can tailor the complexity and specificity of these prompts to the needs of the student.
Encourage Creative Responses
Short writing assignments can also be more imaginative assignments. Consider, for instance, asking students adopt the voice of a historical figure:
- Thomas Jefferson composing a three-sentence response to Hamilton’s banking plan.
- Theodore Roosevelt tweeting his opinions on modern antitrust investigations of Google, Facebook, and Apple.
- A series of text messages between George Washington and Franklin Delano Roosevelt about whether the Lend-Lease Program is a harmful “entangling alliance.”
English teachers, for example, may want to incorporate fictional characters into their creative-response assignments to require students to practice inferring a character’s thoughts. English teachers can use these creative responses as brief, but powerful, assessment tools for reading comprehension.
Keep It Short
A student is never too old to revisit the basics of writing, and educators should not underestimate the importance of teaching students how to construct compelling and grammatical sentences.
Any short writing assignment can be reduced to a single sentence. Some options include the following:
- Write a sentence-long summary of an article or book.
- Describe the main idea of the piece in one sentence.
- Complete a one-sentence story or memoir.
One-sentence assignments push students to meticulously choose the right words and structure to convey their points.
A Chance for Collaboration
Short writing assignments offer many opportunities for collaboration between disciplines.
Try incorporating vocabulary words or techniques that students are learning in other classes into a short writing assignment. A history teacher might ask students to write a summary of a reading using vocabulary from their English class. A history teacher could also integrate a book or short story from an English class. These techniques need not be limited to the humanities and social sciences. STEM instructors could assess informative or explanatory writing skills by asking students to compose a list of sentences outlining the steps they took to solve a problem or create something.
Good writing on any subject demands proficiency in content and form. Short writing assignments allow busy teachers to pay attention to grammar and punctuation.
When assigning a short writing project, a teacher may wish to require some structural element (“incorporate a quote” or “use at least two compound sentences in your response”). Whatever the case, educators should stress the importance of grammar, punctuation, style, and syntax.
Mark Twain famously wrote, “I didn’t have time to write a short letter, so I wrote a long one instead.” Trying to get a point across in a few words or sentences is often more challenging than going on for many pages. Short assignments also require students to self-edit—a skill that is valuable throughout school and in their working life.
Short writing assignments allow for fun, quick, and stimulating ways of teaching valuable writing skills.
Short Form Assignments definition
Related to short form assignments.
Assignment Agreements The following Assignment, Assumption and Recognition Agreements, each dated as of March 29, 2006, whereby certain Servicing Agreements solely with respect to the related Mortgage Loans were assigned to the Depositor for the benefit of the Certificateholders:
Lease Assignments means the assignments of real property leases and subleases by and between a member of the Nuance Group, as assignor, and a member of the SpinCo Group, as assignee, in each case as set forth on Schedule XII under the caption “Lease Assignments.”
IP Assignment a collateral assignment or security agreement pursuant to which an Obligor grants a Lien on its Intellectual Property to Agent, as security for its Obligations. IRS: the United States Internal Revenue Service.
term assignment means, in relation to an employee, i. a term assignment within the meaning of the local collective agreement, or ii. where no such definition exists, a term assignment will be defined as twelve (12) days of continuous employment in one assignment
Trademark Assignment has the meaning set forth in Section 3.2(c).
Short-Form IP Security Agreements means short-form copyright, patent or trademark (as the case may be) security agreements entered into by one or more Obligors in favor of the Lenders, each in form and substance reasonably satisfactory to the Majority Lenders (and as amended, modified or replaced from time to time).
Assignment of Contracts shall have the meaning assigned thereto in Section 6.1(b)(iv).
Assignment of Agreements means, with respect to each Property, that certain first priority Assignment of Agreements, Licenses, Permits and Contracts dated as of the date hereof, from the applicable Borrower, as assignor, to Lender, as assignee, assigning to Lender as security for the Loan, to the extent assignable under law, all of such Borrower's interest in and to the Management Agreement, if any, and all other licenses, permits and contracts necessary for the use and operation of such Property, as the same may be amended, restated, replaced, supplemented or otherwise modified from time to time.
Patent Assignment each patent collateral assignment agreement pursuant to which an Obligor assigns to Agent, for the benefit of Secured Parties, such Obligor’s interests in its patents, as security for the Obligations.
Contract Assignment means, with respect to the Mortgaged Property, the Assignment of Contracts, Licenses, Permits, Agreements, Warranties and Approvals, dated as of the Closing Date and executed by the Borrower.
Lease Assignment has the meaning set forth in Section 3.6(d).
IP Assignment Agreement means the Intellectual Property Assignment agreement set forth as Exhibit D hereto.
First Assignment means: the relevant Assignment; or if, prior to the relevant Assignment: the Agency Worker has worked in any assignment in the same role with the relevant Hirer as the role in which the Agency Worker works in the relevant Assignment; and the relevant Qualifying Period commenced in any such assignment, that assignment (an assignment being (for the purpose of this defined term) a period of time during which the Agency Worker is supplied by one or more Temporary Work Agencies to the relevant Hirer to work temporarily for and under the supervision and direction of the relevant Hirer);
Trademark Assignment Agreement has the meaning set forth in Section 2.5(b).
Assignment Application has the meaning set forth in Section 4(b) above.
Patent Assignment Agreement has the meaning set forth in Section 2.4(b)(iii).
General Assignment means, in respect of each Vessel, the deed of assignment of its earnings, insurances and requisition compensation executed or to be executed by the relevant Owner in favour of the Security Trustee in such form as the Agent and the Majority Lenders may require in their sole discretion and in the plural means both of them;
Assignment and Conveyance Agreement As defined in Subsection 6.01.
Assignment of Claims Act means the Assignment of Claims Act of 1940 (41 U.S.C. Section 15, 31 U.S.C. Section 3737, and 31 U.S.C. Section 3727), including all amendments thereto and regulations promulgated thereunder.
Assignment and Conveyance An assignment and conveyance of the Mortgage Loans purchased on a Closing Date in the form annexed hereto as Exhibit 4.
Assignment of Leases With respect to any Mortgaged Property, any assignment of leases, rents and profits or similar agreement executed by the Mortgagor, assigning to the mortgagee all of the income, rents and profits derived from the ownership, operation, leasing or disposition of all or a portion of such Mortgaged Property, in the form which was duly executed, acknowledged and delivered, as amended, modified, renewed or extended through the date hereof and from time to time hereafter.
Intellectual Property Assignments has the meaning set forth in Section 3.02(a)(iv).
Intellectual Property Assignment Agreement has the meaning set forth in Section 7.2(c)(viii).
Assumption Agreement has the meaning specified in Section 2.18(d)(ii).
prospective assignment means an assignment that is intended to be made in the future, upon the occurrence of a stated event, whether or not the occurrence of the event is certain;
Mortgage Assignment means an assignment of the Mortgage in recordable form, sufficient under the laws of the jurisdiction wherein the related Mortgaged Property is located to reflect the sale of the Mortgage.
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- 6 Exhibitions
- 1000 + Objects
- Short assignments
- Direct student reading toward specific issues, and encourage lateral thinking.
- Prepare class discussion around concrete examples.
Assignment suggestion: Read the literature for next week and read one selected tour story from Inventing Europe . Although our time frame is the 19 th century and that of Inventing Europe is mostly the 20 th century, prepare for debate in class next week by searching for similarities in perspectives and structures. – Charles University, Prague.
Student material, essay assignment.
- Help students connect structural models of history to concrete examples.
- Develop essay writing skills.
- Develop skills in source criticism.
Assignment suggestion: Write an essay of max. 2-3 pages. Read the literature on bottom-up European integration history, and explore three stories from the Inventing Europe Virtual Exhibit at www.inventingeurope.eu . Summarize the main characteristics of bottom-up European integration processes and analyze these processes at the hand of the three Inventing Europe stories. If you identify top-down history elements, please describe them as well. Explore the “What’s like this?” sections below the three Inventing Europe stories that you have used, to find relevant objects that support your essay. ( ECTS : 20%) – Eindhoven University of Technology, Netherlands.
Museum visit and paper assignment
Assignment suggestion: Prepare for next week’s museum visit by reading an Inventing Europe tour about energy. First we have a lecture at the museum. Then we visit the exhibition on the development of energy in Greece. After this, each student writes a one-page report explaining the main difference between the online and the museum exhibition. Tell what you find online, and what you miss in the museum. – National and Kapodistrian University of Athens, Greece.
Object contextualization assignment
- Students learn to place objects in different historical contexts.
- Students learn to apply source criticism to artefacts and (audio) visual material.
- Students learn to recognize the voice and contexts of different actors.
- Students learnt to contextualize museum collections differently.
Assignment suggestion: Select from the “Tours” or from the “What’s like this?” section below each of the stories in each of the tours at www.inventingeurope.eu an object, image, or video that intrigues you, and relates to European infrastructures. Tell us: 1) what you find intriguing about this object in max. 100 words; 2) give the metadata for your object; 3) The Object of History Guide discusses 5 ways in which an object can be contextualized by the metadata and the story it is linked to. Analyze and explain briefly how the object of your choice is contextualized in the Inventing Europe virtual exhibit by means of its metadata and accompanying story. – Eindhoven University of Technology, Netherlands; University of Zielona Gora, Poland.
- Students learn to engage with the web in an academic way by understanding the role and importance of copyright issues in the online world.
- Students learn to engage critically with digital heritage environments, by dealing with questions of access and authority.
Do you think that everything on the internet is available for free? Have a reality check! Similar to doing historical research in archives and libraries, the use of the internet as a tool for historical audiovisual and textual research is bound by copyrights. Explore Inventing Europe and find a tour that interests you.
Assignment suggestion 1: Scroll down the stories to the “What’s like this?” section, and take a look at the objects on display. Are there many? Are there videos and audios? Then open the “Adapt search”. Check and adapt both the “Can I use it?” and the “Copyright” filters. What happens to the search results on display? Click here for an explanation of the different categories in the two filters. What influence do these copyrights have on your option to use the different objects for your research? Explain in maximally one-page the implications of copyright for your use of the objects.
Assignment suggestion 2: Scroll down the stories to the “What’s like this?” section, and select the five most interesting objects for your course assignment/research. Click on the objects and check out their copyright status. What does this copyright mean? For which purposes can you use the object? Can you use it for your assignment? And can you use it if your assignment happened to be a non-scholarly and commercial publication? Click here for an explanation of different types of copyrights. Explain in maximally one page the implications of copyrights for the use of online sources for research purposes.
Writing a researched web story assignment
- Students learn to write for the web, and recognize how that differs from other writing styles.
- Students learn to search for relevant literature and apply source criticism to online sources.
Assignment suggestion 1: Explore the Inventing Europe website. Write a short essay on a technical object in the Inventing Europe exhibit style, that is: a short historical context, a short state-of-the-art before the use of the object, the history of the object, and the consequences of its use. - New University of Lisbon, Portugal.
Assignment suggestion 2: Read carefully the “How to write an academic story for the web?” manual and the excerpts of the Web content style Guide by Garry McGovern. Create a 150-word historically inspired web story about a technological object that you find on Inventing Europe, either in the tours or in the ‘What’s like this?” section below each of the stories in each of the tours. The story needs to be inherently different from the way it was categorized originally. Use the newspaper search engine at www.kb.nl and JStor to find RELEVANT articles for your topic. The story needs to be based on at least one source that has been critically examined and needs to respond to the requirements for stories as explained in the manual. – Eindhoven University of Technology, Netherlands.
MEANING OF OBJECTS VERSUS WEB LOCATION ASSIGNMENT
- Students learn to engage with the web in an academic way. This includes: contextualizing online objects, developing critical understanding of metadata formats, and engaging in digital source criticism.
- Students learn to engage critically with digital heritage environments.
Assignment suggestion 1: The purpose of this exercise is to get you to think about the way that online environments frame digital objects. Watch the video on object contextualization by Alec Badenoch, and read carefully the Object of History guide. Find a tour on Inventing Europe that relates to the topic of your course and read it carefully. Then scroll down one of the story pages to the “What’s like this?” section and select an object. What stories or contexts are emphasized by Inventing Europe ? Think about the relationships to other objects on the page, the keywords selected for it, etc. Next look at the object on Europeana – note the kinds of metadata and information available for the chosen object, and other connections suggested for it there. Finally, look at the object in its original web environment. What kinds of contexts and narratives are suggested by the metadata and narrative material there? In a 1-2 page essay, compare and contrast the ways in which the metadata and website environment encourage or limit understanding the item in its various roles: as artefact, object, source, and representation. – Alec Badenoch, Utrecht University, the Netherlands.
- Students learn to present their work by combining research results with audiovisual material.
Assignment suggestion: Prepare a 10-minute presentation about the tour that your group has created. Each presentation starts with a 1-minute pitch that gives the core conclusion of the tour. The idea is “to sell” your tour and conclusion to the other groups during this 1 minute, explaining why your tour should have a place in the Inventing Europe: European Digital Museum for Science & Technology . Then follows a brief explanation of what, and why, the tour contributes to the theme of the exhibition: “The bottom-up and top-down integration of Europe through infrastructures.” ( ECTS: 0.1) – Eindhoven University of Technology.
INTERNET AS A RESEARCH TOOL (SOURCE CRITICISM) ASSIGNMENT
- Students learn to engage with the web in an academic way. This includes: contextualizing online objects, relating them to academic research and publications, developing critical understanding of metadata formats, and engaging in digital source criticism.
Assignment suggestion: This exercise is to help you think about the use of online searches and objects as sources for doing research. Watch the talk by Alec Badenoch on the contextualization of objects. For more background, see also Andreas Fickers “Towards a New Digital Historicism? Doing History in the Age of Abundance”. Select a story from Inventing Europe that relates to a topic of your interest and formulate a research question for further investigation. You might want to expand on one of the social contexts, for example, or explore similar processes in other countries. Scroll down to the ‘What’s like this?’ section – feel free to adjust the keywords to fit your question. Once you have what seems like a relevant set of results, evaluate them as sources toward answering you research question.
Choose the 3 most relevant results, and explore them in their original contexts. Critique each of your three results as sources for your research.
- Is it clear who created the item?
- Are the date and place of the object specific enough to allow you to use the item in answering your research question?
- What is the relationship of the hosting organization (collector) to the source? Do they hold the original (physical) object? How reliable is the information they provide, and how likely are they to have more? Do they also have related content that would help you to answer your question?
Bearing your answers in mind, turn back to your results as a whole. What role could your results play in the data corpus for your research? What other sources would you need, if any? How would you go about completing your corpus from here? – Alec Badenoch, Utrecht University, the Netherlands.
Understanding the keyword search of online databases assignment
- Students learn to engage with the web in an academic way. This includes: contextualizing online objects, and engaging in digital source criticism by understanding the role of keyword searches.
Assignment suggestion: Internet searches are based on matching relevant data, and sorted according to a number of patterns. In this exercise, you will examine, and critically evaluate whether and how relevant links are made. Select a tour from Inventing Europe . Note the contexts in which the object is placed and the narrative that the story develops. Select one object from the tour and scroll down to the “What’s like this?” section and look at the key words. How do they relate to the object? How do they relate to the context of the story?
Select the top three results. What keywords were important in making the link? Where are they found in the metadata of each object (title, description, etc.)? Are the results relevant to the story told in Inventing Europe ? Try to adjust the keywords to generate a more relevant result. (If you think they are already relevant, think of a different story you might tell about the same object for which the presented results are less relevant, and try to adjust the keywords accordingly). How did you go about this (narrowing or broadening categories, adding or subtracting a search word)? Why was this more effective?
Based on your observations, describe in your own words how relevance is determined by the search function in Inventing Europe . – Alec Badenoch, Utrecht University, the Netherlands.
Thinking through digital (European) connections assignment
Assignment suggestion: Watch the keynote lecture by Alec Badenoch on contextualizing objects in (European) connections. In the introduction, he talks about the ways that search results can suggest new connections you might not have thought of (in this case, the Scottish diaspora). In this assignment, you are asked to think creatively about what kinds of connections your search results might reveal. Find a tour that relates to the topic of your course. Scroll down to the “What’s like this?” section which can be found below each of the stories within this tour.
For the first 10 results (at least) note briefly:
- What connections does it have with the object in the above story? Don’t just note the keyword, but think about what contexts they might have in common.
- What connects it to the other objects?
Make particular note of any surprises. Based on your observations, write a short research proposal to explore the historical connections or phenomenon you see emerging from your results, culminating in a solid research question and suggestions for how you could go about pursuing it further. – Alec Badenoch, Utrecht University, the Netherlands.
Online heritage as source for material research assignment
- Students learn to engage with the web in an academic way. This includes: contextualizing online objects, and relating them to academic research and publications.
Assignment suggestion: In this assignment, we ask you to think about how material content is translated into the online world, and what implications digitization and online display have for how we understand and research the histories of objects. Begin with selecting one story from a tour on Inventing Europe . For the object used in the story item, note:
- What is its physical counterpart? (i.e. what does it represent ? eg. a photo, a three-dimensional object, a taped sound recording, etc.)
- Does that physical counterpart still exist?
- What aspects of the object does the story on Inventing Europe bring forward? Does it talk about what this object represented? Does it talk about the way these kinds of objects were used? Does it talk about the story of this specific object? Are those aspects visible in its digital representation?
- What other aspects of the object does its representation emphasize?
Now scroll down to the “What’s like this?” section and ask the same questions for 5 relevant related objects. Would you be able to analyze them all in comparable ways? Based on your observations, write a 1-page essay, or create a 5-minute video, in which you address the question: what kinds of stories do the digital objects allow us to tell? What kinds of stories can’t we tell? How could these be improved? – Alec Badenoch, Utrecht University, the Netherlands.
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