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As opposed to general literature reviews, by narrowing down the context only around the resources related to Six Sigma tools, this study aims to offer a strong discussion about Six Sigma toolbox which has a vital role in the success of Six Sigma.

Based on a comprehensive literature research, the most used tools; classification of tools; flow of tools with respect to define, measure, analyze, improve and control (DMAIC) steps; tools as critical success factors and reasons of ineffective use of tools are reviewed. To stay focused and not to diverge from the research aim, 60 articles which are suitable to the context and flow of the discussion are selected during the construction of the study.

The study provides a detailed and integrated review of Six Sigma articles about tools. The most used tools are listed from different perspectives and resources, and the role of these tools has been discussed. After a broad review, a more practical and combined classification of Six Sigma tools is proposed. Next, the issue of using which tools during which steps of DMAIC is systematically addressed. Finally, emergence of tools as a critical success factor and the gaps in the literature related to tools of Six Sigma are pointed out.

Addressing important statistics and the facts related to the tools of Six Sigma helps new practitioners in particular to build a strategic filter to select the most proper tools throughout their projects.

This study is unique in investigating only Six Sigma toolbox and providing a literature review on this subject.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

The purpose of this paper is to describe a theoretically based coding framework for an integrated analysis and assessment of critical thinking in online discussion.

The critical thinking assessment framework (TAF) is developed through review of theory and previous research, verified by comparing results to previous research, and checked for reliability by comparing results for multiple coders.

Although process, structure, and quality of online discussions are assessed independently, a standard framework integrating these aspects for comprehensive assessment of critical thinking in online discussions is not found in literature review. The critical TAF described here offers a reliable and valid tool for integrating process, structure, and quality to assess critical thinking in online discussions.

The critical TAF serves as a methodological tool for assessing critical thinking in online discussion. Further research should further assess the validity and reliability of this tool and should integrate the framework with assessments for other aspects of discussion such as social or instructor presence.

The implementation of the critical TAF in future studies will ultimately help identify online educational activities and tools which best support development and application of critical thinking skills. Furthermore, it might be used to assess critical thinking of individual participants or small groups in a discussion.

The critical TAF described in this paper provides a valid and reliable tool for integrated assessment of the process, structure, and quality of critical thinking in online discussions.

While most practitioners are familiar with traditional customer satisfaction surveys, research findings suggest that best practice companies use multiple tools to bring the voice of the customer inside the organization. The purpose of this study is to examine how best practice companies use various tools to listen to customers. The primary contribution of this article is in discussing a variety of different customer listening tools used by practitioners, along with introducing new customer listening tools to the literature. Furthermore, this article puts forth a framework that captures essential characteristics of each tool, depicting when their use is most appropriate. Finally, this article depicts how customer listening tools are linked together and synthesized into a customer performance model.

The purpose of this paper is twofold: to explore how preservice teachers in a young adult literature course critically conceptualize discussions in school spaces about race and police/community relations; and to understand the constraints and affordances of using the young adult (YA) novel, All American Boys, as a critical literacy tool for discussing race and police/community relations.

This qualitative exploratory case study (Stake, 1995) investigated 24 pre-service teachers in two university YA literature courses as they read and discussed All American Boys. Thematic analysis consisted of open coding through the theoretical lenses of critical literacy and critical race theory.

Pre-service English language arts teachers largely thought that while race and police relations was important and the YA book was powerful, it was too political. Their fears about what might happen lead to privileging the role of neutrality as the desired goal for teachers when tackling difficult conversations about racial injustice in America. Although students made some shifts in terms of moving from neutral to more critical stances, three sub-themes of neutrality were predominant: a need for both sides of the story, the view that all beliefs are valid and the belief that we are all humans therefore all lives matter equally.

A search at the time of this study yielded few research tackling racial injustice and community/police relations through YA literature in the classroom. This study is important as stories of police brutality and racism are all too common and adolescents are too often the victims.

The use of quality management (QM) to achieve the United Nations Sustainable Development Goals (UNSDGs) is a topic of growing interest in academia and industry. The IAQ (International Academy for Quality) established Quality Sustainability Award in 2020, a testament to this growing interest. This study aims to investigate how QM philosophies, methodologies and tools can be used to achieve sustainable development in organizations.

Five large manufacturing organizations – three from India and two from China – who reported their achievements about using QM in achieving Sustainable Development Goals (SDGs) were studied using multiple sources of data collection. A detailed within-case and cross-case analysis were conducted to unearth this linkage's practical and theoretical aspects.

The study finds that QM methodologies effectively met the five organizations' UNSDGs. These organizations successfully used OPEX (Operational Excellence) methodologies such as Lean, Kaizen and Six Sigma to meet UNSDGs 7, 11, 12 and 13. Moreover, UNSG 12 (Responsible Consumption and Production) is the most targeted goal across the case studies. A cross-case analysis revealed that the most frequently used quality tools were Design of Experiments (DoE), Measurement Systems Analysis (MSA), C&E analysis and Inferential statistics, among other essential tools.

The study's sample size was limited to large-scale manufacturing organizations in the two most populous countries in the world. This may limit the study's generalizability to other countries, continents, or micro-, small- and medium-sized enterprises (SMEs). Additionally, the study's conclusions would be strengthened if tested as hypotheses in a follow-up survey.

This practical paper provides case studies on how to use QM to impact SDGs. It offers both descriptive and prescriptive solutions for practitioners. The study highlights the importance of using essential QM tools in a structured and systematic manner, with effective teams, to meet the SDGs of organizations.

The study shows how QM can be used to impact UNSDGs, and this is very important because the UNSDGs are a set of global objectives that aim to address a wide range of social and environmental issues. This study could motivate organizations to achieve the UNSDGs using essential QM tools and make the world a better place for the present and future generations.

This case study is the first to investigate at a micro-level how QM can impact UNSDGs using live examples. It uses data from the IAQ to demonstrate how QM can be integrated into UNSDGs to ensure sustainable manufacturing.

This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity.

This study is a discourse analysis of approximately 85 hours of audio collected over one year.

Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future.

This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools.

This chapter examines the relative absence of critique in inclusive education research, policy and practice, and in education more generally – and consider the consequences of doing without critique. It responds to Bruno Latour's (2004, p. 243) urgent call for progress towards “a fair position” and for the development of “new critical tools” to work positively and constructively towards social change. The potential for criticality is explored in relation to disability studies, disability arts and children's perspectives. Each of these sources is evaluated in terms of their affordance of criticality and for their potential to mobilise political action. They are also considered in relation to the epistemological shifts and altered power relations that are necessary to create an inclusive educational environment.

Choosing end‐effectors for robotic applications can be a mind‐boggling task, unless you are familiar with what is available and the appropriate application for each. Presents the XChange Tool Change system, offered by Applied Robotics, which facilitates fast and reliable end‐effector changing. The system has the ability to interface virtually any utility: pneumatics, vacuum, signal level input/output, high voltage, high current electrical power, cooling fluids, hydraulic oil, fibre optics and video signals. With the increasing need for a wider variety of products manufactured in smaller quantities, quick and automatic end‐effector changing is critical.

A large amount of research deals with the identification of management practices related to new product development (NPD) success. To this purpose, assessment tools capable of helping enterprises to set up improvement processes are of extreme importance. The aim of this paper is to build a product development assessment model based upon a normative‐contingent approach.

First, a literature review of the main approaches and models used in NPD assessment was carried out. Second, the tool was tested in five firms. The case studies allowed the authors to test the tool in its prototypal phase in order to assess both its limits and potential and also to highlight possible improvements.

The assessment tool developed yields a clear understanding of the current state of product development process in an organization in order to facilitate a shared understanding of the weakness and deficiencies, to enable effective process management, to develop implementation plan to support change initiatives and to support process improvement using metrics.

The product development assessment model is based upon a normative‐contingent approach meaning that the prescriptive requirements are defined according to the logic of coherence: requirements vary in relation to contextual conditions. In particular, there are two important context factors which are considered to have a significant influence on NPD process: the complexity of the product‐market interface and the enterprise's NPD strategic orientations.