relationship between data, information, and knowledge schoolwork
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
relationship between data, information, and knowledge schoolwork
- Discuss the relationship between data, information, and knowledge.
Data, information and knowledge are vital concepts that have a close link in both meaning and application. Data and information are regarded to be a form of each other. Data are facts and figures in unprocessed form. However, when these facts and figures are interpreted, processed, structured and organized, so that it can be presented in a manner that makes it meaningful or useful then it becomes information (English, 1999). Data is therefore raw and unprocessed form of information. Information provides context for data. The relationship between data and information is thus an interconnected relationship (Chen, 1976). Information and knowledge consequently have a vital relationship. In relation to knowledge, information is facts learned or provided about something or someone. Knowledge on the other hand refers to skills and information acquired through education or experience (Huang, Lee & Wang, 1999). Knowledge can also be described as the practical or theoretical understanding of a subject. The relationship is between data, information and knowledge is therefore in regards to interpretation. Data is the raw form, when interpreted gives information. The mastery of the interpreted data, by remembering and learning how to apply the acquired information, one can be said to have acquired knowledge on the matter.
- Why do organizations have information deficiency problem? Suggest ways on how to overcome information deficiency problem
Information plays a vital role in the successful running and management of organizations. Having the correct information and effectively disseminating it at the right is another important factor. Information deficiency integrates user importance and perceived availability of information (Hovanov, 1996). Organizations still suffer from information deficiency because of poor methods of data storage, unpredictability of information that will be vital in future. It is often hard to identify what information will become vital to organizations in the future hence information deficiency (Hovanov, 1996). In the bid to solve information deficiency problems, organizations should keep abreast with changes in information and data so as to update their systems with vital information at any point in time. Secondly, they should use modern methods of data storage (Hovanov, 1996).
- Discuss the relationship between data, information, and knowledge. Support your discussion with at least 3 academically reviewed articles.
Relation b/w Data, Information, and Knowledge
Data: Data is the facts of the World and is tied in with passing on events, realities, and centers about the data without dealing with way. It is segments of an examination. It is a data or propelled yield that began from a contraption which has supportive or un-noteworthy data (Houška,2011). With a particular true objective to change this data into learning, it must be changed over into data which ought to be conceivable by organizing the data into significant for where the customers can understand the data and advances toward getting to be as data.
IT is usually invaluable in the capacity of turning data into information, particularly in larger firms that generate large amounts of data across multiple departments and functions. The human brain is mainly needed to assist in contextualization.
Knowledge: Knowledge is closely linked to doing and implies know-how and understanding. The knowledge possessed by each individual is a product of his experience and encompasses the norms by which he evaluates new inputs from his surroundings (Davenport & Prusak 2000). I will use the definition presented by Gamble and Blackwell (2001), based closely on a previous definition by Davenport & Prusak:
- Why do organization have information deficiency problem? Suggest ways on how to overcome information deficiency problem
In the present organization, information or more especially learning is a champion among the most basic key resources; furthermore, various leveled limits rely upon the unmistakable abilities in sharing additionally, fusing information and learning. In any case, most picking up sharing undertakings and structures miss the mark.
In fact, even in the various circumstances where no IT or inventive insufficiencies incorporated, the goal of sharing is now and again expert and despite gaining relative ground isn’t straightforward (Hislop, 2002). Innovation and brisk change are the fascinating typical for this new thousand years, consistently implied as the season of information. Learning organization, the path toward making wealth and regard using mental and data-based assets requires a structure to help this methodology. IT, as the most enabling component of learning organization process, has basically improved the execution of this strategy with its quick and precise.
Wrong business plan or market
Each business rotates around a specific item or administration, and, more imperatively, around the strong base of clients prepared to consistently buy those same items and administrations, accordingly making your business productive.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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