This book introduces readers to an evolutionary learning approach, specifically genetic programming (GP), for production scheduling. The book is divided into six parts. In Part I, it provides an introduction to production scheduling, existing solution methods, and the GP approach to production scheduling. Characteristics of production environments, problem formulations, an abstract GP framework for production scheduling, and evaluation criteria are also presented. Part II shows various ways that GP can be employed to solve static production scheduling problems and their connections with conventional operation research methods. In turn, Part III shows how to design GP algorithms for dynamic production scheduling problems and describes advanced techniques for enhancing GP's performance, including feature selection, surrogate modeling, and specialized genetic operators. In Part IV, the book addresses how to use heuristics to deal with multiple, potentially conflicting objectives in production scheduling problems, and presents an advanced multi-objective approach with cooperative coevolution techniques or multi-tree representations. Part V demonstrates how to use multitask learning techniques in the hyper-heuristics space for production scheduling. It also shows how surrogate techniques and assisted task selection strategies can benefit multitask learning with GP for learning heuristics in the context of production scheduling. Part VI rounds out the text with an outlook on the future. Given its scope, the book benefits scientists, engineers, researchers, practitioners, postgraduates, and undergraduates in the areas of machine learning, artificial intelligence, evolutionary computation, operations research, and industrial engineering.

This book introduces readers to an evolutionary learning approach, specifically genetic programming (GP), for production scheduling. The book is divided into six parts. In Part I, it provides an introduction to production scheduling, existing solution methods, and the GP approach to production scheduling. Characteristics of production environments, problem formulations, an abstract GP framework for production scheduling, and evaluation criteria are also presented. Part II shows various ways that GP can be employed to solve static production scheduling problems and their connections with conventional operation research methods. In turn, Part III shows how to design GP algorithms for dynamic production scheduling problems and describes advanced techniques for enhancing GP's performance, including feature selection, surrogate modeling, and specialized genetic operators. In Part IV, the book addresses how to use heuristics to deal with multiple, potentially conflicting objectives in production scheduling problems, and presents an advanced multi-objective approach with cooperative coevolution techniques or multi-tree representations. Part V demonstrates how to use multitask learning techniques in the hyper-heuristics space for production scheduling. It also shows how surrogate techniques and assisted task selection strategies can benefit multitask learning with GP for learning heuristics in the context of production scheduling. Part VI rounds out the text with an outlook on the future. Given its scope, the book benefits scientists, engineers, researchers, practitioners, postgraduates, and undergraduates in the areas of machine learning, artificial intelligence, evolutionary computation, operations research, and industrial engineering.

This book is an effort to review the theoretical framework for the use of alternative assessment in EFL contexts and provides a collection of empirical research on alternative assessment for different groups of EFL learners in various classrooms. The aim of the book is not to simply review the past literature on alternative assessment in EFL, rather it aims to evaluate current language policy reforms, in which opportunities for alternative assessment are incorporated. Recent developments and possibilities for alternative assessment implementation in specific language skills are encouraged. The book provides empirical findings specific to certain sub-skills using alternative assessment strategies in EFL. Both the theoretical framework, and the insights and implications from the empirical research described in the book will make alternative assessment more accessible to language teachers in the most relevant and practical way.