The Article Fear, Romance, And Transience - 870 Words

The article called Fear, romance, and transience in the lives of homeless women by Radley, Hodgetts and Cullen was a thought-provoking article. I did not grow up in a neighborhood where homeless people were present, nevertheless; I have learned many assumptions about homeless people through what I have seen, my family’s guidance and by watching numerous television shows and news reports on television and on the radio. Since these assumptions have been embedded in my life it has become a ‘norm’ for me to think about homeless people as different from other humans who are not homeless. Since I was a child, my parents would always tell me to â€Å"never talk to strangers† and ignore the homeless because they are dangerous, dirty and poor people. From a young age it was evident that homeless people were not like everyone else and they should be treated differently. The only place I have been that has homeless people present is Toronto. I rarely visit Toronto bu t when I do, I only see homeless males who usually have beards with low hygiene. In reference to the article â€Å"this image does reflect the over-representation of men among the street homeless† (Radley et al. P. 437. 2006). Now whenever I go to Toronto and see a man matching this description on the streets I automatically assume he is homeless. I also assume homeless people are intoxicated. I learned this assumption because many of the times I have been to Toronto the homeless people are stumbling around. For example, I went

Assessing the Level of Environmental Literacy of Teachers Free Essays

string(94) " a prerequisite to maintaining and improving the quality of the environment and life as such\." Assessing the level of environmental literacy of teachers in Epe division of Lagos State, Nigeria Fatona P. Olugbenga School of Environmental Health Science Ogun State College Of Health Technology P. M. We will write a custom essay sample on Assessing the Level of Environmental Literacy of Teachers or any similar topic only for you Order Now B 2081 Ilese – Ijebu Email: pius2pious@yahoo. ca 08033835621, Akinyele C. Babasope School of Environmental Health Science Ogun State College Of Health Technology P. M. B 2081 Ilese – Ijebu Email: akinyelecyril@yahoo. com 08037221905 Musah K. Toyin School of Public Health Nursing Ogun State College Of Health Technology P. M. B 2081 Ilese – Ijebu Email: musahk. toyin@yahoo. com 08033708027 Abstract The crucial role that teachers’ environmental literacy plays in realizing the goals of environmental education and its importance cannot be overemphasized. Therefore, this study sought to measure the environmental literacy of teachers who are saddled with responsibility of imparting environmental ideas and knowledge into the school-going population. The tudy employed a descriptive research design and administered questionnaires on four hundred (400) male and female teachers drawn from government controlled secondary schools that were randomly selected from the teachers’ corps in Epe division of Lagos Nigeria. However, three hundred and fifty-two (352) copies were retrieved and analyzed. A self-designed instrument that has a reliability coefficient of 0. 945 was used in gathering data which was analyzed by using analysis of variance (F-tests and T-tests). Three (3) null hypotheses were formulated and tested in the study; two (2) were accepted while one (1) was rejected. The findings revealed a tendency regarding the impact of training of teachers on their environmental literacy among others. Consequently, the study suggested the need for pre-service as well as in-service environmental education training of teachers and that the existing curriculum at all levels of education should be reviewed to richly include environmental sustainability. Keywords:Environmental literacy, education, teachers Introduction The earth is primarily life supporting system. It consists essentially biochemical processes that imbue it with the capacity to sustain life. As an ecosystem, the earth however, has a threshold within which it can effectively absorb or withstand interruptions and radical changes in the biochemical processes that help to sustain life. Unfortunately, development-oriented activities of man over the last century or so have primarily restructured the environment and upset the delicate balance of nature. It has resulted in a number of changes on the planet, earth. These changes are essentially inimical to the continued existence of man and other life forms here on earth (United Nations, 1992). For example, the air we breathe is constantly being overloaded with carbon dioxide and other poisonous material from vehicular emission, exhausts of industrial and power plant etc. Land are stripped bare of vegetation or polluted with oil spills and human waste. The use of ozone- depleting substance such as products with chlorofluorocarbon, halons and methyl bromides (from which plastics and foams are made) allow excessive levels of harmful ultraviolet rays to reach the earth, resulting in increased rates of skin cancer, eye damage and weakened immune system. There is higher rate of exploitation and use of natural resources and higher levels of waste become a global issue (United Nations, 1992). According to the Council of Ministers of Education (2005) sustainable development is both a goal and a concept. As a goal, it is an idea of a world where people protect the environment as they carry out their daily activities. As a concept, it involves conceptual probing about limits on natural resources, capacities of ecosystem and interactions among social, economic, political and environmental systems. In other words, it works towards a sustainable quality of life, now and in the future. Thus, Noibi and Lawal (1993) sees it as a development strategy wherein the physical assets, natural and human resources as well as available funds are managed in a manner that ensures increasing health and wealth for both the present and future generations on planet earth. The essences of sustainable development is to meet the needs and aspirations of the present generation of man and other living creatures, both plants and animals, without compromising the capacity of future generations to meet their own needs and aspirations (NEST, 1991). The United Nations (1992), Uche (1995), UNESCO (1997) and Inyang-Abia (1998, 2001) all assert that education is humanity’s best hope and most effective means for the quest to achieve sustainable development at national or global levels. This may be due to the fact that sustainable development calls for the particular skills, knowledge, values and attitudes regarding the environment, the economy and the well-being of people. Perhaps, in response to the calls by UNESCO and United Nations, education for sustainability has become the norm in most countries of the world in recent years. In Nigeria, there have been some activities aimed at creating awareness and educating the masses on environmental issues. Initially the mass media, various Non-Governmental Organizations (NGOs) and government agencies were used to create awareness of the nature of the environment and the need for its sustainability, as Uche (1995) observed. The birth of Nigerian Conservation Foundation (NCF) in the 1980’s, the rising interest among policy makers on the need for a sound environmental base for development, launching of national conservation strategy (NCS) in 1986, the natural resources conservation council (NRCC) in 1988 and the ultimate launching of the national policy on the environment in 1989 were all critical steps in the national drive towards environmental awareness and resources conservation. In order to facilitate the education of the citizenry for sustainability, the Nigeria government has infused environmental sustainability topics into the 2003 version of the national curriculum for primary schools (NERDC, 2003). The topics infused include population, pollution, soil management, waste and waste disposal, drugs and drug abuse, etc. The idea is to start education for sustainability from the foundation. While arrangements are made to do the same in higher levels of education, teachers are encouraged to incorporate environmental sustainability issues in their instruction (NERDC, 2003). The potential of environmental literacy as a vehicle to realize the educational agenda of sustainable development cannot be over-emphasized. According to Disinger and Roth (1992) environmental literacy is a prerequisite to maintaining and improving the quality of the environment and life as such. You read "Assessing the Level of Environmental Literacy of Teachers" in category "Papers" The development and fostering of environmental literacy need, therefore, to be a key objective in any general education programme (Roth, 1992). Apparently, the term â€Å"environmental literacy† does not mean the same to everyone. Since the first general reference to the concept â€Å"environmental literacy† appeared in 1969 (Roth, 1992), various researchers have made an effort to define it or to refine description of it. Example can be found in, inter alia, Clacherty (1992), Roth (1992) and Subbarini (1998). A definition of environmental literacy was developed from the various efforts of researchers such as Leeming, Porter, Dwyer, Cobern and Oliver (1997), Loubser (1994), Smith-Sebasto and Smith (1997), Pohorille (1985) and Buethe and Smallwood (1987). This definition was used for the purposes of this research and it stated that: Environmental literacy is the ability to be aware of one’s environment. It enriches one with the knowledge to realize the imbalances and threats the environment faces and enables one to form positive attitudes towards it with the aim of developing skills to resolve and prevent environmental problems and urge to protect and improve the environment for the present and future generations by active participation. A study was also made of various models comprising concepts researchers regard as important to environmental education and environmental literacy. From these attempts by, inter alia, Munson (1994), Odum (1992), Roth (1992) and Loubser (1994), ten concepts that were regarded as necessary for teachers to have a grasp of, before being able to really do justice to environmental education were identified. The ten concepts are in line with the definitions, aims, objectives and guiding principles of environmental education and preceding definition of environmental literacy. Each of the ten concepts is a cluster of related sub concepts representing aspects of environmental literacy. These ten concepts were selected mainly from major environmental area such as ecology and interactions in the environment, participation in the identification and prevention of environmental problems, decision making on environmental issues and environmental ethics. The ten concepts are biosphere, ecological perspective, interrelationship in an ecosystem, environmental changes, basic human needs, resources, maintaining environmental quality, the ability to make choices, decision-making on environmental issues, as well as environmental ethics. In most of these concepts there is a close link between knowledge, affect, skills and behaviour. Environmental literacy, therefore, is considered to be continuum of competencies raging from zero competencies to a very high competency. There is a broad spectrum of environmental literacy, from complete unawareness to deep, thorough understanding and concern (Buethe and Smallwood, 1997). For the purposes of this research a few distinguishable, but not separable, disposition levels on this continuum were identified, namely awareness, knowledge, attitude and participation. Teachers- more than any other professional group- can probably promote environmental literacy, by virtue of their interaction with society (more specifically learners, parents and colleagues). Teachers at all levels and subject areas have a role to play in this regard, i. e. contribute to the development of citizens who possess the basic understanding and skills to make informed decisions in matters affecting the environment and whose personal lifestyles support sustainable development. Teachers can, however, hardly assist learners to become environmentally literate if they themselves lack environmental literacy. Despite the important role teachers’ play in educating students, research into teacher’s level of environmental literacy has been extremely limited. The few studies that were reported indicated a relatively low level of environmental literacy. An example is a study by Buethe and Smallwood (1997) which stated that the environmental literacy of Indiana teachers is far from optimal. In addition several researchers, for example, Schreuder (1995), Braus (1995) and Papadimitriou (1995), mentioned that most teachers are not trained to do justice to environmental education. It seems, therefore, imperative to be able to determine the state of affairs regarding the environmental literacy of the teacher corps. Hypotheses The following hypotheses were formulated and tested in this study: 1. There is no significant difference between the levels of environmental literacy of teachers if they are divided according to learning area in which they offer tuition. 2. There is no significant difference between the levels of environmental literacy of teachers if they are divided according to learning area in which they offer tuition. 3. There is no significant difference in the level of environmental literacy between teachers who receive training in environmental education and those who did not receive any training. Method Research design This is a descriptive survey research design of ex-post facto because the variables being studied had occurred and were not manipulated by the researchers. Instrumentation The questionnaire developed in this study consisted of two sections- section A which comprised items on background demographic information of respondents and section B which comprised 30 items dealing with the various aspects of environmental literacy assessed in this study. The items were developed according to a matrix with the ten central concepts representing environmental literacy on one axis and the disposition level of the respondent on the other axis. A 4-point scale ranging from ‘strongly agree’ to ‘strongly disagree’ was used as a response-measuring scale. Sample The study sample was drawn from the entire population of teachers in public secondary schools in Epe division of Lagos State. It consisted of 400 teachers randomly selected from 40 secondary schools randomly selected from the 4 local governments that make up the division. Questionnaires were however, adequately completed by 352 teachers. These respondents were representative of gender, age, learning area taught and qualifications obtained. Procedure Three research assistants were employed to assist in administering the printed questionnaires on the teachers in their respective schools. In some cases the filled questionnaire were returned on the spot while in other cases the research assistants went back on a different day to collect the completed questionnaires. Data analyses The data obtained from the questionnaire was analyzed by using analysis of variance (F tests and t tests). Results and discussion Hypothesis 1 ‘There is no significant difference between the levels of environmental literacy of teachers with different academic qualification’. Table 1:Level of environmental literacy of teachers with different qualifications |Qualification N Means SD | |NCE 103 416. 31 35. 71 | |B Ed 64 418. 88 37. 62 | |B A 24 417. 50 51. 4 | |B Sc 12 446. 00 41. 59 | |Other 149 422. 58 40. 48 | F (4. 347) = 1. 70; p0. 05 The respondents were divided into five categories based on highest academic qualification as indicated in table 1. In order to compare the mean scores of the five groups an analysis of variance (F test) was carried out. The results of the F test, which appear in table 1, revealed that the null hypothesis could not be rejected (p0. 5). It can, therefore, be concluded that there is no significant difference between the average environmental literacy of teachers with different academic qualification. It appears that this result contradicts research results reported by Buethe and Smallwood (1997), if one assumes that almost all secondary school science teachers in the USA have a BSc degree. According to them, science teacher s had higher levels of environmental literacy than other teachers. Hypothesis 2 ‘There is no significant difference between the levels of environmental literacy of teachers if they are divided according to learning area in which they offer tuition’. In order to test this null hypothesis, the respondents were divided into eight categories. According to an analysis of variance (F test), the null hypothesis cannot be rejected when the means of the total score obtained for the questionnaire are compared [F (7. 344) = 1. 81; p0. 05]. This result is in line with a finding from a study by Abraham and Chacko (1999), according to which teacher training college lecturers have average environmental literacy, irrespective of the subjects they teach. An analysis of the mean scores (F test) obtained for the four dl fields in the eight categories revealed, however, an interesting picture. The results for the Knowledge dl field are indicated in Table 2. Table 2:Knowledge dl field scores of teachers in different learning areas |Learning area N Mean SD | |Language, literacy and communication 133 98. 62 11. 1 | |Human and social science 47 100. 49 9. 60 | |Maths, maths’ literacy and maths’ science 66 99. 36 8. 69 | |Natural science 76 103. 66 10. 89 | |Arts and culture 12 100. 2 4. 40 | |Economic and management science 9 103. 33 16. 12 | |Life orientation 7 90. 43 5. 06 | |Technology 2 100. 00 2. 83 | F (7. 344) = 2. 74; p How to cite Assessing the Level of Environmental Literacy of Teachers, Papers

Finding From Systematic Review Longitudinal -Myassignmenthelp.Com

Question: Discuss About The Finding From Systematic Review Longitudinal? Answer: Introduction Current developments in computational statistics and data collection are coupled with rising computing processing power. This also includes plunging costs of storage and makes technologies efficiently analyze a huge set of heterogeneous data found everywhere. Big data technologies have been raising serious ethical, privacy and security issues, left unaddressed and needed to survey. Key issues underpinning the above example: The above areas of surveillance bring about various issues. This includes finding a signal in noise, data silos, data inaccuracy and fast movement of technology (Kim, Trimi and Chung 2014). Evidence of the above problems: Big data refers to a huge volume of data which is structured and unstructured inundating business on a daily basis. However, it intensifies specific trends in surveillance related to networks and Information Technology. Having more data has not been any substitute to have high-quality data. For instance, an article in Nature reported that the elections pollsters of US have been struggling to gain representative samples of the population (Kitchin 2014). This is because they have been legally allowed to call landline phones, whereas people of America have been notably depending on cell phones. One can seek many political opinions on social media. It has been never reliably representative of voters. A significant share of Tweets and social media posts regarding politics are generated through computers. One current report from CapGemini stated that experience of digital customers has been all about knowing and understanding customers. This indicated harnessing every source. This meant assessing every contact and linking external sources like commercially available and social media data. It has been all about gathering, examining and interpreting data from digital supply chain from a myriad of connected devices (Jin et al. 2015). Finding signal in noise: It has been hard to get insights of a vast amount of data. For using Big Data, Maksim Tsvetovat, data scientist and writer of the book Social Network Analysis for Startups, a statement can be taken. He states that there needs to audible signal in the detected noise (Hilbert 2016). Many times, it is not just one. As intelligent surveillance is done on the data, people need to return and say they never measured the right or wrong variables. This is because there has been nothing one can detect here. In raw form, big data seems like a hairball and a clear progression to this data is needed. The article further states that it is approached and the person approaching behaves like a scientist. This means the hypothesis is failed. Some more hypotheses are needed to come up with. Perhaps, one of them could turn out to be correct. Data silos: They are primarily kryptonite of Big Data. They store every smart data that are captured in disparate and separate units. However, they have nothing to do with other groups. Thus they have no insights that can be collected from the data. This is because it is not merely integrated at the back end. These data silos are the reasons why one needs to number crunch for producing any monthly sales report. Moreover, this is the cause that any C-level decision is made at snails pace. It makes marketing and sales team just not get along (Chen and Zhang 2014). Further, it makes customers look elsewhere for moving the business ahead since they never feel needs are being met. To eliminate data silos data is to be integrated. Data inaccuracy: It is seen that data silos are ineffective at an operational level. Further, they are also a fertile, productive ground, regarding substantial data problems or data inaccuracy. As per recent report established from Experian Data Quality most of the businesses think that their customer-contact information is proper (Archenaa and Anita 2015). However, as one possess a database with full of improper customer data, one might have nothing at all. The most effective method to combat data inaccuracy is to eradicate data silos through integrating data. Fast progress of technology: Vast corporations of current data are prey to the data silos. The reason is that they prefer to keep databases on-premises. Moreover, the decision making regarding new technologies has been very slow in such case. To demonstrate this one instance of CapGemini report can be cited. It showed that substantial disruptions from new competitors have been coming up from various other sectors. This problem is mentioned by over 35% of respondents in every industry. This is comparable to the overall average of below 25% (Kitchin 2014). Essentially conventional players have been slower in moving on technological advances along with finding them being faced with various severe competition rising from smaller companies due to this. Key issues for government: The technology of big data is relatively a new concept. Though it has possessed many benefits, issues to using big data have been existing public sectors also. One of them is cost. Various agencies have been paying a high premium to both their internal resources and the external parties for controlling their information (Clarke and Margetts 2014). Further, data management has been at many times redundant as not set up properly. Here, for instance, any agency might translate documents and feeds of foreign social media. Through assimilating intelligent solutions coupling big data, like compatible translation tools, a government can turn out to be more efficient with spending. Other issues with big data have been rising with inherent regularity nature in the public sector. Very often regulations have never been taking into account the expanded new capabilities that have been offered by IT. Department of commercial enterprises has been presently working to set up IT governance for better managing their computing assets in lean resource environment. The government has already possessed all types of current laws and regulations in place. The rules have been strong many times. It has been difficult to push forward with the IT initiatives (Reed and Dongarra 2015). Though with enthusiasm and know-how, the process of approval can bottleneck pace at which new departments gets deployed. This has been at many times causing government agencies in running 50 to 10 years beyond the IT adoption of the enterprise. For example, PrimeCrime unit was closed due to severe outcomes of the wrong analysis. However, in the real world, the genie of big data is out of a bottle and would not be going away sooner. Despite this, humanity never needs to live with this status quo. Misuse of data could amplify and perpetuate inequality (Al Nuaimi et al. 2015). Hence, significant data possess more potential as a tool for a positive social effect. It can develop educational outcomes and interconnect folks to resources such as loans, financing and mental health. Moreover, it helps in ending food deserts, decreasing traffics and improving environmental conditions under polluted neighborhoods. Regarding privacy, there have been various implications. They are discussed below. Implications Discussion Protecting transaction logs and data New challenges are being posed to storage of big data since auto-tiring process never keep track of the location of data storage. Validating and filtrating end-point inputs Different end-point devices have been the primary factors to maintain big data. Necessary, processing and storage tasks are done with the help of input data. This is supplied by end-points. Protecting and securing data in real time Because of an enormous quantity of data generation, most of the companies have been unable to control daily checks (Janssen and van den Hoven 2015). Protecting access control method encryption and communication A secured device of data storage is a smart step to protect data. Since devices of data storage are vulnerable, it is mandatory to encrypt access control methods. Issues of impacts on human rights The problem has been that one is merely unaware of every positive and negative effect brought by Big Data. This has made that difficult to undertake informed decisions. However, it is unknown that how computation, design thinking and science has been influencing conventional interventionist, protectionist, economic and legal frameworks (Wamba et al. 2015). Further, it is not clear whether similar technologies changing different aspects of social and commercial life possess the potential of addressing justice, empowerment and human suffering. Currently, various development and humanitarian communities have gone through approaches that are data-driven, interventions and innovations. Despite that, multiple issues have been emerging regarding distinct topics, policymakers, human security practitioners and human rights. As information and data have always been vital for all these areas, nature of networked and digital technologies and their ability to store collect and assess data has been developing very fast (Hashem et al. 2016). Apart from above, Big Data incentivizes more data collection and longer retention. Again, in economic terms, it has been accentuating information asymmetries of government and allows for people to get manipulated. Moreover, it has been emphasizing power differentials among people in society though amplifying present benefits and drawbacks. It is seen from the above study that big data as an essential contemporary surveillance issue for a government has made the system more save money, more efficient and identify fraud. It has been helping public bodies better serve the citizens. Data has been enabling a government to perform existing activities more cost-effectively. Recommendations: The following recommendations are helpful for understanding the likely effect of Big Data analytics on criminological research and policy. Maintain Security in Distributed Computing Framework: There are two methods to ensure trustworthiness of worker computers. The first one is truth establishment where workers are stringently authenticated and provided access to properties by masters only. The next one is Mandatory Access Control. Here every worker is constrained to a limited set of tasks. Security Practice implementation for Non-Relational Data Stores: Data integrity must be forced through application or middleware layer. Encryption must be used every time where data has been in transit and rest. Preserve the Privacy in Data Mining and Analytics: Privacies for legal causes should be preserved for monetary and system performance. Since a legal requirement varies from nation to nation, it is critical to comply with policies of countries where the activities are done. Encrypted Data-Centric Security: Identity and encryption based on an attribute are used to enforce access control over distinct objects by cryptography. It can encrypt plaintexts such that only one entity with particular identity could decrypt text. Attribute-based encryption is implemented similar control over attributes rather than personalities. An efficient homomorphic encryption scheme can keep data encrypted though it has been worked on. Besides, another tool useful to maintain privacy is Group Signatures. This allows individual entities to access data. This can be identified publicly only as a section of the group. Granular Access Control: There is complicacy to track and implement big data environments, where scale is so massive. Here it is recommended to decrease complexities arising from granular access controls at an application level. Secure Storage and Transaction Logging: Technologies to deal with some challenges have turned into more robust responding to demands of big data. The encryption is a vital part to maintain integrity and confidentiality of data. Further, digital signatures utilizing asymmetric encryption, regular audits and hash chaining has helped to secure data. Granular Audits: This can be started by enabling options for logging for every component assuring completeness of information. It has been including applications at every layer that includes operating systems. Data Provenance and Verification: It is also recommended that persistence of data-independency must be satisfied while upgrading provenance graphs. Endpoint Input Validation and Filtering: The solution has been taking two approaches. One is a prevention of tampering and other is filtering and detection of compromised data. Apart from this, it has been virtually building a complicated and extensive system that has been entirely resistant towards tampering. Real-Time Security Monitoring: It can be used to recognize threats. It has been including differentiation of actual threats from false positives. A framework of big data requires include analysis and controlling tools. As they could be available under a structure, these devices could be placed in front-end system. Their task is primarily to supply analytics needed to analyze feedback for identifying threats. References: Al Nuaimi, E., Al Neyadi, H., Mohamed, N. and Al-Jaroodi, J., 2015. Applications of big data to smart cities.Journal of Internet Services and Applications,6(1), p.25. Archenaa, J. and Anita, E.M., 2015. A survey of big data analytics in healthcare and government.Procedia Computer Science,50, pp.408-413. Bertot, J.C., Gorham, U., Jaeger, P.T., Sarin, L.C. and Choi, H., 2014. Big data, open government and e-government: Issues, policies and recommendations.Information Polity,19(1, 2), pp.5-16. Chen, C.P. and Zhang, C.Y., 2014. Data-intensive applications, challenges, techniques and technologies: A survey on Big Data.Information Sciences,275, pp.314-347. Chen, M., Mao, S. and Liu, Y., 2014. Big data: A survey.Mobile networks and applications,19(2), pp.171-209. Clarke, A. and Margetts, H., 2014. Governments and citizens getting to know each other? Open, closed, and big data in public management reform.Policy Internet,6(4), pp.393-417. Einav, L. and Levin, J., 2014. Economics in the age of big data.Science,346(6210), p.1243089. Hashem, I.A.T., Chang, V., Anuar, N.B., Adewole, K., Yaqoob, I., Gani, A., Ahmed, E. and Chiroma, H., 2016. The role of big data in smart city.International Journal of Information Management,36(5), pp.748-758. Hilbert, M., 2016. Big data for development: A review of promises and challenges.Development Policy Review,34(1), pp.135-174. Janssen, M. and van den Hoven, J., 2015. Big and Open Linked Data (BOLD) in government: A challenge to transparency and privacy?. Jin, X., Wah, B.W., Cheng, X. and Wang, Y., 2015. Significance and challenges of big data research.Big Data Research,2(2), pp.59-64. Kim, G.H., Trimi, S. and Chung, J.H., 2014. Big-data applications in the government sector.Communications of the ACM,57(3), pp.78-85. Kitchin, R., 2014. The real-time city? Big data and smart urbanism.GeoJournal,79(1), pp.1-14. Kitchin, R., 2014.The data revolution: Big data, open data, data infrastructures and their consequences. Sage. Reed, D.A. and Dongarra, J., 2015. Exascale computing and big data.Communications of the ACM,58(7), pp.56-68. Wamba, S.F., Akter, S., Edwards, A., Chopin, G. and Gnanzou, D., 2015. How big datacan make big impact: Findings from a systematic review and a longitudinal case study.International Journal of Production Economics,165, pp.234-246