At present, data seem to have gotten a high
level of distinction in the world, or at least in some parts of it. This is, data
seem to be more important than ever among human beings. But what should it be due
to, if that were the case? So, in this way, we shall get near to data,
answering that query and reviewing certain questions related to its
antecedents, definitions, characteristics, consequences, benefits and
limitations.
Thus, there would possibly be some factors that would at least be connected
the distinction in question. By the way, two questions would at least have
arisen regarding the up-to-date situation of data. So, the first question would
be that some authors would already be talking about mankind could be working in
a data society and economy [1]. While the second one would be related to the
profession so-called Data scientist [2].
But what could those elements be? For instance,
Internet, and its various usages by civil citizens, social networks on
Internet, massive data sets available, digital devices with an unprecedented big
storage capacity and a lasting need from human beings for finding out new
supports so as to solve their daily matters.
On this occasion, however, data would not be a new support for the resolution
of human beings questions, or at least for some of these. Since data would seem
to have gotten to be among human beings from a long time ago. But when would
data have appeared among such beings? The response, in this case, seems to be associated
with symbolic thought [3], since this could be related to data. Aside, such a
thought would allow us to perceive reality by means of representations and
symbols, for example.
Hoffmann and others, in this sense, indicate
that 115,000 years ago Iberian Neanderthals would already have made use of the
symbolic usage of seashells and mineral pigments in order to resolve their everyday
questions [4]. In such a way that it could be said that data would be as old as
mankind, at least since the appearance of such men and women.
Otherwise, data have been meant in different
ways by diverse authors from various areas of human endeavors [5]. For example,
data can be understood from academic ambit as propositions which describe a
part of a fact [6]. Consequently, according to this definition an example of
data may be ‘Kevin likes chocolate ice cream’.
In this same way, data can be characterized by
certain features, such as data unlike facts can be correct or incorrect, as well
as true or false. Similarly, data would be constructed, but not facts, since facts
would be either real ones or imaginary ones [7]. Nevertheless, there are other scholars
who consider both data and facts would be constructed [8]. For example, Ludwik
Fleck embraces a scientific fact is socially constructed [9].
In other respects, data have favored prediction
and control of several natural phenomena. It has also favored either the
identification of trends or the understanding of patterns related to human behavior,
for instance. Likewise, it has also helped the elaboration of information and
knowledge in a specific way, which in turn, have contributed to the solution of
everyday questions in areas such as science and business [10].
The next two cases, thus, can show at least to some
degree what it was said in the immediately preceding paragraph. So, the first
case is related to a researcher who wants to know if time students from the ‘M’
classroom of ‘X’ High School dedicate to the study of the topics of their subjects
shall be associated with their academic performance. To do that, such scientist
uses a questionnaire so as to collect the following data: student A studies two
hours per day, student B three hours and so on. Of course, all of such students
shall be surveyed by researcher.
So, that researcher can determine the mean
(three hours) of data collected and, in this way, he can in turn produce the
following information: ‘students from ‘M’ classroom of ‘X’ High School generally
study the topics of their subjects three hours per day’. But not only that. Such
a scholar can also create knowledge (once he has collected data regarding the
performance in question and, in addition, has transformed it into information)
such as ‘time spent by the students from ‘M’ classroom of ‘X’ high school in the
study of the topics of their subjects is not associated with their academic
performance’. By the way, the relationship in question in real life would be
considered as an association of a complex nature [11].
Indeed, information can be defined as a
meaningful data set [12]. While knowledge can be understood as the product that
emerges from the relationship between information. By the way, it is also
important to note that data, what contribute to the production of information,
come from properties or attributes of a particular tangible or intangible
object [13].
The second case, on the other hand, is framed in
a business context. In this way, a new business has carried out several sales
of its 'Z' product in its first month of operations. Previously, the business
ran an advertising campaign. Then, its owner-manager drew up a sales report. This
in turn allowed him to know ‘the whole amount of products he sold in the month
in question’ (information), for instance.
What´s more, such a manager is an insightful guy
and he likes to plan his business. Due to this, he did not only register sales by
units and dollars, but he also attached certain data of his clients to the
report in question. Now, he can inquire about other issues, which might go
unnoticed by other individuals, in order to make better decisions for his
business.
So, he examines ‘for each one of customers´
names’ (data) who bought products in the first month of activities of his
business. Those data in turn involve some possible conclusions that can be
clearly revealed in the information generated from it.
One of those information, thus, that can be inferred
of the above mentioned data is that which could be formulated in the next way:
‘40.0% of the clients is made up by business owner´s relatives’. Therefore, owner-manager
in question could produce with that information the subsequent conclusion: ‘possibly,
my family members, who bought products in my business in this first month in
question, or at least a significant proportion of them, would not never buy again
in my business, since perhaps they only did it to give me a support in the
beginning of my new entrepreneurship’.
That idea, by the way, in the field of business
is not unreasonable if one consider individuals buy meanings and attitudes, but
not products [14]. And, one of those meanings may just be the acquisition of a
products by family members or friends, for example, in order to support the
start of someone's entrepreneurship, but such an acquisition would not never
happen again.Does that sound familiar to you?
Ultimately, the aforementioned questions, among
others, would allow an individual, who is interested in working with data, to
do so in an effective way.
[1]For more information, refer to Lammi, Minna y Pantzar, Mika (2019). The data economy: How technological
change has altered the role of the citizen-consumer. Technology in Society,
59, 1-8.
[2]For more
information, refer to Eastwood, Brian (2019). What Does a Data Analyst Do? Retrieved from https://www.northeastern.edu/graduate/blog/what-does-a-data-analyst-do/
[3]For more
information, refer to Barnard, Alan (2012). Genesis of symbolic thought. New York: Cambridge University Press.
[4]Hoffmann, Dirk L. et al. (2018).
Symbolic use of marine shells and mineral pigments by Iberian Neandertals
115,000 years ago, Science Advance, 4,
1-6; Hoffmann, D. L. et al. (2018). U-Th dating of
carbonate crusts reveals Neandertal origin of Iberian cave art, Science, 359, 912-915.
[5]For more information, refer to
Furner, Jonathan (2017). Philosophy of data: Why?
Education for Information, 33, 55-70.
[6]Bunge, Mario
(1999). Buscar la filosofía en las
Ciencias Sociales. México: Siglo Veintiuno Editores.
[7]Ibid, Bunge, 1999.
[8]For more information, refer to Kreimer, Pablo
(1999): De probetas, computadores y
ratones. La construcción de una mirada sociológica sobre la ciencia.
Bernal: Universidad Nacional de Quilmes.
[9]Fleck, Ludwik
(1981) [1935]. Genesis and Development of a Scientific Fact. USA: The University
of Chicago Press.
[11]Gromada, Anna
and Shewbridge, Claire (2016). Student Learning Time: A Literature Review.
Education Working Papers No. 127. Retrieved from
https://www.oecd-ilibrary.org/docserver/5jm409kqqkjh-en.pdf?expires=1604778534&id=id&accname=guest&checksum=20D341DDE8D7B58A91FBE170F194ADB2
[12]Floridi,
Luciano (2005). Is Semantic Information Meaningful Data? Philosophy and
Phenomenological Research, LXX, 2, 351-370.
[13]Ibid,
Bunge, 1999.
[14]For more
information, refer to Chaín Palavicini, Magali (1998). La mente del estratega
como líder del factor humano en un sistema de calidad. Adminístrate Hoy, V, 50,
19-24; Kotler, Philip y Keller, Kevin (2012). Dirección de Marketing. México: PEARSON
EDUCACIÓN.