Six sigma

en este documento viene aplicado la metodologia de DMAIC en el proceso de horneado de empandas con relleno de cajeta.

2000

Manitoba Law Journal, 2023

Children and dogs are known for having a great time playing in mud puddles. Television shows such as "Rizzoli and Isles" and "Suits" feature characters luxuriating in mud baths. If you scrolled through #BOO on social media starting in May 2021, you could find "photos and videos of smiling people, mostly women, drink Mason jars of black liquid, slathering black paste on their faces and feet, or dipping babies and dogs in tubs of the black water."[1] These photos and videos are of people using BlackOxygen Organics supposed 'miracle molecules' promising all kinds of health benefits. But by the end of 2021, the products that had been sold through a multi-level marketing scheme had been recalled, a class action lawsuit was filed, and the company shuttered.

Nail, 2024

English plays a significant role in developing educational systems worldwide. Grammar is an important aspect of learning English language. Without learning the grammar; the language cannot be practiced properly. English writing is considered as a vital part during the academic life of students. Several grammatical errors and difficulties appeared among students when leaning English because of the poor knowledge and experience of students with lexis and grammar in their daily life. This research aims to investigate the difficulties of learning English grammar and suggested methods to address them. A descriptive methodology was utilized in this research through reviewing the previous literature. The research results indicate that students still suffer from difficulties in learning the English language, especially its grammar, and they suffer from weakness in the grammatical, semantic and pragmatic levels that appear in their spoken or written language. The research finds out that students in various stages face many difficulties and problems in learning English grammar, which can be traced back to the old teaching style, inappropriate curriculum, and the nonenthusiastic psychological state of the student mainly.

The most important thing to know about the market is the trend. Since we aim usually to operate in harmony with this trend, a study of our Daily Trend Chart (daily vertical chart of a composite stock average) should be the starting point of all our deductions. The accompanying chart includes the total volume of transactions of all stocks dealt in daily, as indicated by the vertical lines at the bottom of the sheet. These volumes must be considered in conjunction with a study of the price movement. The element of time, as previously explained, is represented by the daily additions to the chart from left to right. The closing figure of each day is indicated by a horizontal line across each of the vertical lines which represent the range from high to low. A good way to impress upon your mind the principles involved in reading the chart is to cover all but the extreme left side of the chart, exposing only the first few days' plotting. As you read the instructions which follow, gradually slide the paper toward the right, revealing the price movement and volume one day at a time. This will have the same effect as reading the market just as if it were being recorded on the chart today and as if you didn't know what was coming next. The story told by this chart is as follows: We use the period from December 8th to December l7th as our starting point, and without regard to the market history previously recorded. This interval of nine days marked a sharp acceleration of the previous major decline, culminating in a widening spread of the daily price range and a very marked expansion in the daily volume of trading as the market reached its low point-thus reflecting the panicky selling which takes place under such conditions (see Footnote following). The volume on the 8th was around 2,000,000. This increases to 5,000,000 on the day of the low point. Tape observers would have noted the fact that a large part of this volume occurred as the market recorded the extreme low and on the rally from the lows. This confirms the fact that the climax of the downward movement (*) has actually been passed, and gives us the starting point for our next forecast. *The phenomenon of the Selling Climax is caused by the panicky unloading of stocks (supply) by the public and other weak holders which is matched against buying (demand) of (1) experienced operators; (2) the large interests and sponsors of various stocks who now either see an excellent opportunity to replace at low prices the stocks they sold higher up, or wish to prevent further demoralization by giving the market support temporarily; and (3) short covering by the bears who sense a turn. Stocks thus become either temporarily or more lastingly lodged in strong hands. An abnormal increase in volume is one of the characteristic symptoms of a selling climax, since supply and demand must both expand sharply under these conditions, but the supply is now of poor, and the demand of good, quality; and since the force of supply now will have been exhausted, a technical rally ensues. If buying on the break (i.e., during the Selling Climax) was principally for the purpose of supporting prices temporarily and checking a panic, or relieving a panicky situation, this support stock will be thrown back on the market at the first favorable opportunity, usually on the technical rebound which customarily follows a selling climax. This, and other selling on the

Although self-directed learning is one of the concepts that has captured the attention of researchers and authors in adult education for a long time, there is still considerable theoretical and methodological confusion about it. Viewed as one of the main concepts in adult learning and/or the most typical form of adult learning, it has been the subject of inquiries on its nature, processes and characteristics, with many attempts at theory building and considerations of similar concepts in adult education and learning. There are number of terms which are used by writers and researchers. Tough (1971) quoted seventeen authors who use twelve different terms, while Hiemstra (1994) compared six main competing terms. The most used terms include: self-directed learning, self-education (used mostly by scholars from Russia and other Slavic language areas), self-organized learning, self-planned learning, self-teaching, learning projects, autonomous learning, autodidaxy, independent study, open learning and so on. Self-directed learning as a concept has been around for a long time – from earlier periods when it was recognized, but neglected as a phenomenon not relevant from a scientific point of view, until the interest in it " exploded " and it became almost a kind of a " fashion " in adult education research. Nowadays a new interest in this phenomenon has emerged and new research issues have arisen including the need for modern, adequate, fresh conceptualization, combined with continuous attempts at theory building. Kulich in 1970 (Brocket & Hiemstra, 1991) and Brocket and Hiemstra (1991) showed that self-directed learning has a long history, and illustrated it with examples of famous personalities as self-directed learners, from classical Greece, Rome, renaissance Europe and colonial America. On the other hand, self-directed learning among " common people " in different historical periods has not been explored so much. Tröhler described several such examples in the context of informal learning in the middle ages (Tröhler, 2005). Early studies of self-directed learning go back to the nineteenth century, with Craik's description (1840) of several self-learners, and Smiles' book " Self-help " in 1859. Modern research started in1961 with Houle, who described three groups of adult learners, divided according to their motivation to participate, and it is the third group-those motivated by the learning process itself, that could be characterized as self-directed learners. Systematic approaches to self-directed learning were developed by Knowles (1975) and Tough (1971). In his book " Self-directed Learning " Knowles (1975) compared attributes of teacher-directed and self-directed learning (such as: the role of the learner's experience, subject-centred orientation of the learner vs. problem-centred one, external vs. internal incentives etc.), also offering a kind of a working guide, i.e. a set of learning resource exercises with recommendations in the form of steps for self-guided inquiry. This book presents the concept of self-directed learning as an essential component of the maturing process, highlighting the capacity and need to be self-directed as almost typical for adult learners, even if they are not well prepared for this type of learning. A "classical" study, which also offered a conceptual framework for self-directed learning, was carried out by Tough. He proved that a great deal of adult learning happens independently, outside of institutions of formal education and in the form of learning projects. Some of the learning projects are aimed at the increase in new knowledge, insight, or understanding; others at changes in attitudes, habits, and emotional reactions. Adults undertake several learning projects a year (around 700 hours a year – 100 per project), although they are not always aware of them. Tough further defined the learning project as a series of shorter, connected episodes lasting not less than seven hours, where more than a half of person's motivation is to gain and retain knowledge and skills for a minimum of two days. These episodes can happen in a variety of settings e.g. in the library, classroom, kitchen, hotel or train, and the person might learn with a teacher, in a group or completely alone. Tough explained the complete phenomenon of adult learning using the " iceberg " metaphor – the visible, smaller part happens within the organized forms of learning and education (such as courses and seminars), but some 80% is not visible and consists of learning planned, organized and guided by the person him/herself.

2014