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With that said, let's examine why Medical Marijuana stock isn't likely to pan out as a good investment and discuss some better alternatives -- including Canopy Growth (CGC -0.76%) -- for those who want to invest in the hemp-derived cannabidiol (CBD) space. (CBD is a nonpsychoactive cannabinoid, or naturally occurring chemical, found in both marijuana and hemp that's been linked to various wellness benefits.)

Indeed, there are good reasons to want exposure to the CBD realm. The U.S. Farm Bill, which became effective on Jan. 1, made it legal across the country to grow and process industrial hemp, opening up a potentially huge market for hemp-derived CBD products. This market is projected to rocket from about $591 million in 2018 to $22 billion by 2022, according to cannabis research firm Brightfield Group. That's a 37-fold increase in just four years!

Medical Marijuana, based in San Diego, was the first publicly traded cannabis stock in the U.S. In March, it will have been a public company for 10 years. Despite its name, the company isn't involved with marijuana. Its core focus is on developing and selling products containing hemp-derived CBD, and it also has stakes in various other cannabis businesses. Hemp, marijuana's cannabis cousin, contains a negligible concentration of tetrahydrocannabinol (THC), the psychoactive substance in marijuana that's responsible for getting users "high."

Data source: Yahoo! Finance. Data as of 2/22/19. TTM = trailing 12 months. MRQ = most recent quarter.

There are some red flags here. For one, a share of Medical Marijuana trades at just over $0.07, making it a "penny stock." One big problem with penny stocks is that they don't garner institutional support -- institutions own a negligible 0.2% of Medical Marijuana's outstanding shares -- and without this support, it's very difficult for stock prices to rise, or at least for rises to be sustained. Secondly, Medical Marijuana's liquidity situation is a concern. The company had just $3.3 million in cash at the end of its most recently reported quarter, while it had debt of $9.3 million, and a negative cash flow from operations of $322.4 million.

One of the top things a potential investor in any stock probably wants to know is how its performed. Shares of Medical Marijuana have performed poorly over the short and long terms.

Data by YCharts.

Data by YCharts.

CV Sciences (CVSI -0.64%) is probably Medical Marijuana's closest peer. Its main focus is also on making products from hemp-derived CBD, it's also a U.S.-based company and on the small side, but not as small as Medical Marijuana, as it has a market cap of $474 million and a price per share of $4.90. Reasons to prefer CV Sciences to Medical Marijuana? It's growing revenue faster, it's profitable, and there appear to be no liquidity concerns.

Canopy Growth -- the largest cannabis stock by market cap -- is on track to be a good way to get exposure to the hemp-derived CBD market in the U.S. The Canada-based cannabis grower began positioning itself to profit from the legalization of hemp in the U.S. before the Farm Bill actually passed, so it was ready to hit the ground running as soon as the legislation became effective. Indeed, on Jan. 14, Canopy announced that it received a license from New York State to process and produce products derived from hemp.

On Canopy's recent fiscal third-quarter earnings call, founder and co-CEO Bruce Linton said that the company's hemp-derived CBD products should be commercially availability in the U.S. by the fourth (calendar) quarter of this year or the first quarter of 2020. A big reason to like Canopy Growth stock in general is that the company has a boatload of cash -- more so than any other cannabis company -- after receiving $4 billion last fall from alcoholic beverage giant Constellation Beverages, which upped its ownership stake in Canopy to 38%.

Check out the latest Canopy Growth earnings call transcript.

All this said, CV Sciences and Canopy Growth stocks have a good amount of risk. CV Sciences' currently profitable business could suffer as deep-pocketed, bigger competitors (such as Canopy) enter its turf, and there's no guarantee Canopy will ever achieve profitability.

Nanded is a city in Maharashtra state, India. It is the eighth largest urban agglomeration of the state and the seventy-ninth most populous city in India. It is the second largest city in Marathwada region. Nanded is the centre of governance of Nanded district.

In baseball, a sacrifice bunt (also called a sacrifice hit) is a batter's act of deliberately bunting the ball, before there are two outs, in a manner that allows a baserunner to advance to another base. The batter is almost always put out, and hence sacrificed (to a certain degree that is the intent of the batter), but sometimes reaches base on an error or fielder's choice. In that situation, if runners still advance bases, it is still scored a sacrifice bunt instead of the error or the fielder's choice. Sometimes the batter may safely reach base by simply outrunning the throw to first; this is not scored as a sacrifice bunt but rather a single.

A successful sacrifice bunt does not count as an at bat, does not impact a player's batting average, and counts as a plate appearance. Unlike a sacrifice fly, a sacrifice bunt is not included in the calculation of the player's on-base percentage. If the official scorer believes that the batter was attempting to bunt for a base hit and not solely to advance the runners, the batter is charged an at bat and is not credited with a sacrifice bunt.

In leagues without a designated hitter, sacrifice bunts are most commonly attempted by pitchers, who are typically not productive hitters. Managers consider that if a pitcher's at bat will probably result in an out, they might as well go out in a way most likely to advance the runners. The play also obviates the need for the pitcher to run the base paths, and hence avoids the risk of injury. Some leadoff hitters also bunt frequently in similar situations and may be credited with a sacrifice, but as they are often highly skilled bunters and faster runners, they are often trying to get on base as well as advance runners.

A sacrifice bunt attempted while a runner is on third is called a squeeze play. A sacrifice bunt attempted while a runner on third is attempting to steal home is called a suicide squeeze.

Although a sacrifice bunt is not the same as a sacrifice fly, both fell under the same statistical category until 1954.

In scoring, a sacrifice bunt may be denoted by SH, S, or, occasionally, SAC.

The following players have accumulated 300 or more sacrifice bunts in their playing careers:

Since the beginning of the live-ball era (1920), the career leader in sacrifice bunts is Joe Sewell with 275. He was first called up by the Cleveland Indians late in the 1920 season shortly after Indians star shortstop Ray Chapman died after being hit in the head by a pitch, the event which is generally regarded as the start of the live-ball era.

Though touted as good strategy by traditionalists, the sacrifice bunt has received significant criticism by modern sabermetrics. Simply, sabermetricians argue that the value of moving a runner to another base is offset by the team's sacrificing one of its limited and valuable 27 outs. An out conceded is an out wasted, in other words.

The following stats illustrate the argument. From 1993-2010, if a team had a runner on first base with no outs, on average it would score .941 runs from that point until the end of the inning. If a team had a runner on second base with one out, however, the average was .721 runs from that point forward. Thus, if a batter walks to lead off an inning, that team will, on average, score almost one run in the inning. On the other hand, that team decreases its run expectancy by 23 percent [(1 - 0.721/0.941) * 100%] if it successfully bunts and moves the runner to second with one out.[3][4]

Complicating affairs are the many difficulties and risks associated with bunting. The runner or runners on base must have speed, or the defense may get an easy force out. A manager could feasibly pinch run, but then his bench becomes smaller (that is, there are fewer substitute players available). The player at the plate must also lay down a quality bunt. That is, the player must lay down a bunt that does not pop up, go foul, or go straight to a fielder. Even if all goes well, if the sacrifice bunt is successful, the team must still get a hit to score the runner, and they now have 2 outs remaining instead of three.[5][6]

Writing for Baseball Prospectus in 2004, James Click concluded that pitchers should nearly always sacrifice bunt when the option is available to them, and that most position players should sacrifice bunt with a runner on second and no outs in situations where scoring at least one run is more important than maximizing run output (i.e. in the late innings of a close game). In all other situations, he found that sacrifice bunting hurts the sacrificing team more than it helps.[7]

Dr. Malik is a top rated gastroenterologist in Plano, TX. He is an expert in the treatment of digestive symptoms like stomach pain, constipation,

The UNAM has a Professor of Psychology. Good teaching practices in higher education, competency-based education, learning focused teaching and learning assessment are some of the research lines. He taught about 120 courses. He is a member of the Mexican Council for Educational Research and the American Educational Researcher Association and he is the author of more than 70 publications. jcarlosguzman@mac.com and jcarlosg21@yahoo.com.mx are the email addresses.

Acceptance: June 16, 2011; reception: May 3, 2011.

Summary.

Several investigations carried out in this decade aimed at that end are analyzed

Quality teaching is defined as that which manages to achieve teaching goals, which are distinguished by their ambition and complexity, such as seeking for students to achieve critical thinking, be creative and develop complex cognitive skills. The majority of students at this level don't reach their goals. The central role of the teacher to achieve this is recognized and the qualities and domains that a teacher should have are reviewed. Good teaching practices are referred to in the studies analyzed. Several of the research carried out in different countries lack a theoretical framework and are criticized.

Suggestions are given to improve research on this topic.

Higher education, University teaching, Academic efficiency, Teacher characteristics, Teacher performance are some of the topics that are listed.

The quality of teaching in higher education systems is under intense pressure and has become a priority for the system.

The article makes a critical assessment of recent research on this topic to get suggestions for improvement. Quality teaching in higher education is understood to be achieved by achieving deep learning by students and achieving the goals established for this level. In order to avoid being boring, we will use the terms of educational quality, efficient teaching and good teaching practices as synonyms in this document.

Quality teaching in higher education is the one that gets the goals, so we need to know what those are. The next section will show a classification of these goals.

Higher education has learning goals. What are students expected to learn?

The educational level is unique in that it is a terminal level of studies where formal education ends.

Hativa indicates that universities must train their students to think at a high level and turn them into autonomously learning learners regardless of the discipline or specialty. There are differences between disciplines in regards to what is important to each of them. Science and mathematics teachers place a lot of importance on learning the facts and principles of their disciplines, but humanities and social sciences give more weight to the personal development of the student, the discussion and the communication and social skills.

Ramsden classifies goals into two different types, which are qualitatively different from each other. The abstract, generic and personal development, and those referring to the domain of discipline knowledge, are what they are.

We will brief you on each one.

The priority function of the university is the imaginative acquisition of knowledge. A university is imaginative or it is nothing, or at least nothing useful" ( Whitehead, 1929:139, 145, cited in Ramsden, 2007: 21); Another example is the one established by The Hale Report (1964, cited in Ramsden, 2007: 21): "An implicit purpose of higher education is to make students think for themselves."

The new goals state that they must learn how to learn and think critically. The quality of critical thinking is one of the most important goals at this level, as can be seen in a survey of academics from Canadian and Australian universities.

Despite being from different times, the same purposes continue to be appreciated.

The second type refers to the concretion in a discipline. One point of agreement is that academics give a lot of importance to the factual domain.

The following examples are examples of what they said.

The terms used are: analyze, understand, appreciate the meaning or interpret.

Each discipline requires the learning of certain skills, strategies, techniques and specific domains that are essential to the professional's job. The problem of which is that most students seem not to achieve them is the teaching purposes that are found in the approaches of both higher education institutions and their teachers. The main conclusions of the research carried out in three decades are summarized in a paper by Garnier.

They don't know where or when to apply the formulas, or how to integrate them, because they don't know what they have reviewed. Another point of concern, especially if you want them to be self-regulated and know how to learn, is that many of them are not aware of their ignorance, much less what they would have to do to remedy it; that is, "they don't know that they don't know."

The teacher's role is crucial since the purposes are not very similar to the results and the search to reverse this situation is not very similar.

The higher education professional.

A profound change in the way of teaching is needed to help higher education students understand the phenomena in the same way as the experts in each discipline. The scarcity of studies on how to do it and the fact that research is valued more than teaching in universities made universities concerned about improving their teaching methods.

On the other hand, the context in which the teacher carries out his activity can't be denied: universities are subject to different pressures, such as relating financing to performance, and another issue is that they must be accountable for what and how they use the resources granted. There is a need to serve a growing student population with different socio-cultural conditions and deal with the issue of having fewer resources. The global trend to seek new ways of creating and using knowledge is part of what is done at this level.

The teacher will have to become more professional, that is, they will have to formalize their preparation, especially with regard to teaching, and start teaching classes only after demonstrating the mastery of teaching skills. The university professor is considered a knowledge professional with the same level of demand as a large corporation.

The requirement to play various roles in the higher education teacher is the repercussions of the above. Ramsden summarizes them as follows:

In Mexico, the higher education teacher, in accordance with the sectorial program for the 2006-2012 six-year term, is conceived as follows: " Ability to carry out with high performance the basic functions of teaching, generating and innovative application of knowledge, tutoring and administrative academic management" (Secretary of Public Education, 2007:27).

Our universities are being pressured to continuously innovate, and the adoption of a new model has not yet been fully consolidated when the next one has to be applied.

It is difficult to have a coherent educational model that integrates the institutional vision as a whole and is not just parts of a whole that are inconsistent with each other. The main actors that must apply the model are the teachers. Despite the fact that universities are changing in the institutional discourse, in practice, this is not happening: in everyday teaching it is rare to see these modifications and the traditional ways of teaching and evaluating remain. The training and change of teachers' conceptions are the ones who determine the success or failure of any educational innovation, so if special attention is not given to them, educational reforms will not happen. Changes in teaching are not limited solely to updating a certain didactic technique or the use of information and communication technologies (ICT); they involve confronting the beliefs that underlie teaching practice where teaching and exposing are synonymous to help teachers accept new risks, open up to other visions of teaching, do things they did not do before, become learners again and show willingness to live new educational experiences.

In short, as Me Alpine and Weston (2000:377, cited in Kane et al., 2002: 182) state: "Fundamental changes in the quality of teaching in higher education The quality of teaching in higher education are unlikely to occur without a modification of the conceptions that teachers have about teaching".

To support this task, one of the first actions is to define which are the domains in the broad sense of the word that a teacher of this educational level should demonstrate. They are described in the section.

What should the professor do?

The most cited classification about the fields of domain of the university teacher is that of Shulman (1986, cited in Hativa, 2000), for this reason we will expose it although expanding it with what is proposed by Bandura (1977), Ferreres and Imbernón (1999) and McAlpine and Weston (2002), since for them being a university teacher implies the following:

The results of the research carried out during the last decade to identify the qualities of quality teaching practices in higher education will be addressed.

The quality of university teaching in the first century of the 20th century was studied by some.

The study of the qualities of the effective teacher has been done in the United States for more than 100 years, beginning with Butsch's collection of research from the early 20th century to the 1930s. The study of it has gone through many different vicissitudes, conceptual changes and the expansion of the features that define it: it has gone from a simplistic vision and correlation of variables to a complex andholistic one. The first decade of the 21st century will be the focus of the analysis. We will include research carried out in Spain and Mexico, as well as those carried out in the Anglo-Saxon world, in our description.

One of the main debates that took place at the end of the 20th century is that, due to the results of the research carried out in previous decades, there were doubts about whether the teacher was a crucial element in student performance, or whether it was mostly affected. by other variables, especially those external to the educational act. The investigations carried out in this decade have shown that the teacher is a key factor in student learning above others, such as the school organization, the curriculum, the socioeconomic origin of the student, the type of institution, etc. (Darling-Hammond and Youngs, 2002; Nye et al., 2004). Desimone agrees with assigning a prominent role to the teacher, emphasizing that his continuous development, updating and commitment is one of the essential factors to improve the quality of the teaching.

Quality teaching in higher education is a trait.

Ramsden thinks that quality teaching in higher education must change the way students view the world. Kane et al. show that teaching is difficult to achieve. They refer to what was asserted by Andrews (1996:101, cited in Kane et al., 2002:209): " ...has to do with the skill with which the teacher manages the content and methodological techniques, as much as feeling part of the value of the educational enterprise and wanting to jointly achieve quality results".

According to Hativa (2000), the main indicators of teaching quality are the academic achievement of students and their satisfaction with the teaching.

Ramsden (2007) has postulated six principles of effective teaching in higher education, which are: 1) awaken interest and desire to learn on the part of students, where they accept the effort that will be required; 2) concern and respect for student learning, that is, all her actions must be aimed at achieving changes in her understanding of the world; 3) offer adequate feedback and a fair evaluation, especially the first, since it is the characteristic of efficient teaching most cited by students (Shute, 2008); 4) clear goals and intellectual challenges: the student must be clear about what is expected of him and reaching that goal must imply a challenge; 5) promotion of independence and control of their learning by the student and her active involvement: the purpose for the student is that at the end of the instructional process he is an autonomous and self-regulated learner; and 6) learning from students, which implies that the teacher must be humble and willing to learn new things; be generous in sharing what he knows and get to know his students in order to adapt his knowledge to their characteristics, expectations and desires, and not the other way around.

A crucial feature that distinguishes quality teaching is clarity, which consists of the teacher being organized, presenting the content logically, using examples, explaining the topic simply, teaching step by step, answering questions appropriately students, give feedback on their actions, emphasize important points, summarize what was taught in class and ask students to verify that they have understood, in addition to creating an atmosphere conducive to learning and stimulating student participation (Hativa, 2000).

Morton describes the most important qualities of a good higher education teacher.

The results of a research that inquired about what good teaching is in higher education are presented below.

Good teaching practices in higher education are studied.

This line begins with a very influential piece of research that consisted of gathering the visions of good university professors in the United States carried out by Bain (2004), who investigated 63 good professors1 from different careers and disciplines, finding that they had the following traits: a great mastery of his disciplinary field, adequate ability to simplify and clarify complex issues, as well as to highlight the crucial points of the topic in question. They understood that teaching is a complex and difficult undertaking that requires great intellectual capacity and that they did not consider it an easy task.

Their main concern was to achieve their students' learning: they had high expectations of them, they confronted them with challenges but gave them the necessary support to solve them, they showed absolute confidence in their abilities, believing them to be people who want to learn, and they knew how to create "a favorable climate for the knowledge". The evaluation was conceived as a powerful tool to help and motivate the student to learn, not as an activity that is done at the end of the teaching act. They applied systematized forms to evaluate their actions and made changes based on the information collected.

They were able to face their own weaknesses and failures without fear of being judged, and they showed a high commitment to the academic community, that is, they considered themselves only part of the great educational company.

Cid et al. (2009) conducted research with effective teachers from a Spanish university to study what they called "good teaching practices in higher education"; Its purpose was to identify and make visible these practices since, for these authors, it is necessary for teachers to have examples or references of effective teaching practices, insofar as they constitute examples of processes and behaviors that were successful (Anne, 2003, cit. in Cid et al., 2009). It is an innovation that allows us to improve the present if an activity is frequently innovative that has been tested and evaluated. The authors prefer to use the term "good practice" rather than "best" as they feel that the latter term is open to many interpretations and unclear.

The research was carried out with 15 university professors who were selected through deliberate and intentional sampling.

The planning, execution and evaluation dimensions were studied. The main results were that all the people who were interviewed said that they did their planning based on the time available and that they took into account their knowledge of the subject. They said that they made changes on the fly.

The teachers wanted the students to be involved in the execution of the teaching, but it was done using the exhibition.

All used the exam but considered attendance and class participation in their evaluation, so they requested reports and class reports. They took into account the aspects of reproducing, understanding and applying the information, and the most used was reproduction.

Since they did not have a training in teaching, teachers carry out their work in the best way they can, and that's why his approaches are derived from his experience. When they started teaching, they did so by imitating their good teachers and self-correcting their own mistakes.

What they report about their teaching practice is more autobiographical than rational. The conditions required to achieve student learning are more important than the disciplines the teachers master.

They conclude by saying that the interest in their students' learning must be the great motor of change in university didactics, for this reason the identification of good practices can serve as a point of reference for the improvement of the teaching of others, and for this still there is a long way to go.

The relationship between the teacher's thought and actions is important to improve teacher training.

We studied the thoughts, teaching beliefs and teaching practices of 25 professors from the Faculty of Psychology of the unam who say they carry out good teaching practices. The theoretical referents were well-versed in teaching.

The teachers were selected after applying a questionnaire to 1,214 students who were in the first six semester of college. They were asked to rate their teacher on a scale of 1 to 10, leaving a blank space to justify their response.

The teachers were asked a series of questions in an in-depth interview. One of the two qualities that aroused the greatest agreement among the 25 people was their pleasure in teaching, since their motivation is innate and they enjoy the very fact of teaching. They wanted a good relationship with the students because they think it facilitates learning, they value them positively and they encourage feedback to improve it. They are proud to work at unam, they show great commitment, and they have a responsibility towards their work.

They want to improve and perfect their teaching through continuous self-evaluation. Most of them assume that teaching is an activity that requires effort and commitment and that their aims are to achieve the learning of their students. Half of them have a constructivist position on learning, and most adopt a transmissive vision of teaching. Some of the answers reflect a poor command of psycho-pedagogical aspects and some of them have unfavorable opinions about the evaluation.

The teaching practice is based on establishing rules of operation with the students and creating a favorable climate for their learning, where respect and good treatment towards them is a distinct feature. The teaching act is carried out to make knowledge understandable, be clear and organized when teaching, and worry about linking it to the interests and level of knowledge of their students, to simplify abstract content. It was found that the higher education teacher's ability to teach, simplify the content, and show a good attitude towards students are important aspects of their job.

There is agreement with the results of other investigations and studies. Bain, Hativa, and others.

Although these coincidences exist, other aspects were also found that seem to be important and that have not been described in the reviewed investigations, such as the important role played by the socio-affective aspects of teaching, such as: the search for good relationships, interpersonal relationships, and the commitment and responsibility shown by teachers. The teaching of these teachers is more a fruit of their experience and not of a training, as reported by Cid et al.

Although his teaching methods are consistent with what is suggested by constructivism or the learning-centered approach, it seems that they were configured throughout his teaching experience, the result of basically two factors: his openness to feedback from his students , and his desire to innovate and improve his teaching as a result of continuous self-assessment. On their own initiative, these teachers seek permanent teaching development, updating and evaluating their teaching, thus avoiding conformism and self-complacency.

There is a correlation between the investIGATED and theICAL BALANCE.

Valuable elements have been reviewed that can be used to improve higher education.

However, there are also points that need to be improved: one of them is that almost all the research analyzed on good teaching practices lacks a theoretical foundation and shows "naive empiricism"; that is to say, they take it for granted that the subject is unequivocal and do not approach it from any perspective that allows it to be confronted and validated.

On the other hand, the very concept of teaching quality arouses debate, since to characterize a good teacher one must go beyond a list of teaching skills; Quality is more than just a description of independent skills, so other aspects such as your professional identity, pedagogical beliefs, and commitment to the profession must be taken into account.

The author doubts that research can contribute to teacher improvement.

Although he accepts that the teaching factor is very important a statement that coincides with that of other authors reviewed since his work can make a difference in the lives of students, he criticizes the narrow vision of teaching quality and the use of circular definitions such as: teacher quality is measured by the student's school performance and, conversely, gains in academic performance are used as evidence of teacher quality.

He says that during the 20th century education had an obsession with quantification. By having clear goals and getting results from research, educational policy makers could make better decisions.

It must be accepted that subjectivity plays a very important role in teaching. For this reason, he proposes that the results of the research should be submitted to the consideration of teachers so that they can decide whether or not to adopt them; there must be a work of conviction, not of imposition; they should not be used as prescriptions to follow just because they are "scientifically validated", since it is the teacher, ultimately, who accepts whether or not to incorporate them into their teaching method.

Student assessments are an important part of judging teacher performance, but they should not be the only criteria, according to Cochran-Smith. He suggests that the teacher be included in the search for equity and social justice. Research should help link what happens in teacher training with the classroom. She says that good teachers and good schools can't fix social inequalities on their own, and that it's necessary to invest in education and improve school infrastructure without forgetting health, as well as increasing employment opportunities.

The foregoing cannot be used as an excuse for educators to disassociate themselves from their responsibility for their students' learning, even if it goes beyond them. The challenge is to create environments that offer varied learning opportunities for students, and for that, teachers are needed who know how to provide opportunities for everyone to achieve it.

There are some suggestions for action.

Future research would be recommendable based on the above.

Finally, the complexity and difficulty of modifying teaching practices so that they are of higher quality is recognized, but this work is essential, since the effective teacher pertinently uses a set of strategies such as those described here that make success more likely. student learning which, we consider, is the main purpose of teaching.

There are comments.

Kevin Bain wrote What the Best College Teachers Do? There are links.

Albert Bandura wrote "Self-Efficacy: Toward a unifying theory of behavioral change" in 1977. 191-215. There are links.

Ronald Butsch wrote "Teacher Rating" in the Review of Educational Researcher. 1, no. 99-107 There are links.

Carlos asked what good teachers do.

An integration of research on effective teaching in psychology is contained in the book. The investigation to improve the theoretical teaching of psychological contents has been published. There are links.