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Introduction: With the accelerated process of building metropolitans, more and more people tend to live in cities. So, to deal with this, the need has arisen to make smart everything that we have around us even when we arrived at the term of the smart city. All of this produces data we call big data that is generated by citizens.

Aim: So, cloud computing is the main idea implementation which we can use ineffective from all of these services which we call smart. And taking into account all of this, in this literature review, we have used different techniques to extract the most relevant papers on our topic. Mainly, we focus on smart cities and their taxonomy of it such as smart homes, smart buildings, traffic monitoring, security and emergencies, and so on. For a smart city, we discussed different proposed system architectures which represent the real work of researchers.

Results: In this way, we mention services that are offered and have the base services cloud services. Also, the articles we used are extracted and analysed from the most powerful and relevant databases such as IEEE, ACM, Elsevier, Science Direct, and so on. In total, we take 88 papers, and from all of these papers we have extracted 53 with different methods. This Systematic Literature Review presents building and using smart cities inside of cloud computing services.

Conclusion: However, a different implementation idea to do better life for all of us is by converting our lifestyle into a new form of living. The only form of implementation is by digitalising and implementing everything around us which means making every service in one place, where you can have access from anywhere, anytime. So, the smart city is the future.

Originality/value: This systematic literature review contributes to everyone who expresses interest to implement and provides additional evidence for existing studies in smart city patterns which used cloud services. Researchers offer various implementation forms of different models and express the impact of cloud services, especially for placements, where there are more people populated. Also, this study identifies a major weakness in existing smart city implementation by using cloud services, which have identified the main obstacles now and it needs to reanalyse the form of implementation for more complex systems in the future.

The objective of this chapter is to argue a case for the need to include teachers and professional educators in the policy making and implementation processes of the World Bank's Education Sector Strategy 2020. By drawing on evidence from the Consultation Plan, the chapter investigates how communicative practices about teachers are embedded in the discourse of the plan and how these influence the rationalisation of the policy. In doing so, the chapter will examine the relationships between social actions, systems rationalisation and life world rationalisation. Much like commercial and entrepreneurial organisations focus on the voice of the customer (VOC), that is on satisfying the stakeholders and end users in their processes, in this chapter, the voice of the teacher (VOT) is highlighted. The skills and knowledge of key stakeholders need to be leveraged and engaged in order to ensure that the policy achieves its desired aims. In order to frame this argument, notions of Habermas’ communicative action theory is used to show how policy engages in systems steering. Rather than understanding education strategy and reform as a process of engaging only government and policy makers, this chapter suggests that by engaging the practitioners and listening to the practical discourse around reform, teachers can be leaders of reforms rather than obfuscated agents.

The purpose of the chapter is to give an overview of special education in Iceland, historically and with reference to modern use of terms, research, policy, legal trends and funding. Recent data is provided on demographic developments amongst children in Iceland and detailed account is given of practices in schools, including collaboration with parents and teacher education. Finally some issues and challenges are discussed that still remain to be solved with respect to meeting the special needs of students in school. One of the findings is that only 1.3% of students attend special schools and special classes and that the term special education has outlived its usefulness except perhaps in the context of the three segregated special schools that still remain in the country. Official papers have replaced it with the term special support. Despite a diversity of views and practices the main implication is that a new model of education is required, in line with that proposed by Slee where the needs of individuals are served in all schools and the binary thinking related to regular versus special education is no longer necessary.

Mergers have increased at a fast rate in the last 10 years. Nevertheless, practitioners and consultants point out the low rate of success for mergers. Considering this paradoxical situation, it would appear opportune to question the possibility of developing a specific competence within an organization for carrying out mergers and acquisitions. This research aims to propose a model for analyzing the development of such a competence. This paper presents a study of competence-building according to two aspects: level of recognition by the organization and level of use. The study model defines four forms that competence may take: ad hoc responses, capitalization, institutionalization, and dynamic competence. This model is used for the study of the development by the Lafarge Group of a competence in managing cultural integration after international mergers and acquisitions.

I review the burgeoning literature on applications of Markov regime switching models in empirical finance. In particular, distinct attention is devoted to the ability of Markov Switching models to fit the data, filter unknown regimes and states on the basis of the data, to allow a powerful tool to test hypotheses formulated in light of financial theories, and to their forecasting performance with reference to both point and density predictions. The review covers papers concerning a multiplicity of sub-fields in financial economics, ranging from empirical analyses of stock returns, the term structure of default-free interest rates, the dynamics of exchange rates, as well as the joint process of stock and bond returns.

Purpose – This chapter discusses the application of the Gradual Release of Responsibility (GRR) to school change and the learning of groups of leaders, teachers, and students. Specifically, the authors describe the Seven Levels to Success, a model for school change that supports teachers in building their school’s own staircase (coherent) curriculum in literacy. The authors discuss the effectiveness of this model for capacity building – giving schools a “deep bench” of leaders and teachers who can sustain improved student achievement over a period of years.

Design/Methodology/Approach – The theoretical underpinning of this research is provided by the Vygotsky Space, a construct that shows how learning may be understood in terms of the intersections of collective and individual actions, and public and private settings. This construct allows us to understand what drives a school’s advancement through the Seven Levels and how that advancement can be restarted after it has been slowed or interrupted. The authors report findings about school change from 20 years of work in 264 elementary and secondary schools, reflecting a wide range of students and communities across the United States.

Findings – While schools’ typical advancement in the Seven-Level model is neither steady nor linear, it adheres to an overall pattern: Leaders must take ownership first, followed by teachers and then students. To build their school’s staircase curriculum, teachers must see themselves as creators rather than consumers of curriculum. Teachers who see themselves as creators take ownership of their curriculum. Their deep understanding of the curriculum promotes continuous improvements and related success in improving their students’ literacy learning. Four case examples illustrate change in a variety of school settings, providing existence proofs of how the Seven-Level model functions to improve students’ literacy learning.

Research Limitations/Implications – The authors highlight the importance of the school as the unit of analysis in change efforts, and of understanding a school’s progress over time. The authors emphasize considering the role of multiple constituencies, beginning with school leaders and encompassing teachers, students, and families. One implication of this study is that more attention should be paid to the role of school leaders – administrators, curriculum coordinators, and teacher leaders – in setting the stage for sustainable improvement.

Practical Implications – The authors provide guidance to practitioners working on school change within the framework of the Seven Levels to Success and other social constructivist models. Specifically, the authors give examples of relevant actions external consultants and school leaders take at critical junctures in a school’s progress.

Originality/Value of Paper – This chapter breaks new ground in applying the GRR model and the Vygotsky Space to the area of school change in literacy. Summarizing 20 years of work with the Seven-Level model demonstrates potential of teacher-developed curricula for the sustainable improvement of students’ literacy learning.

The aim of this chapter is to take stock of the aspect of the social concertation in the framework of policies of diversity management. It rests in particular on the work of a commission created by the AFMD (French Association of Diversity Managers), in partnership with ORSE (a French Societal Observatory). The commission has involved several larges French companies and organised meetings between the representatives of the different employers’ and workers’ organisations. Another source is the numerous actions led by the Labour Unions in Belgium in the framework of the Consortium Diversité Wallonie, which exists since 2007. This study tries to remind some objectives of social concertation in regards to policies of diversity management, to take stock of the legal constraints on concertation in regards to particular targets, to show the multiple conceptions of this notion of diversity management among social partners, to give an overview of the content of the agreements, and to present the steps of a social concertation sensible to diversity.

Purpose – To explore the ideological effects and social control potential of diagnostic biopsychiatry and encourage the sociology of diagnosis to retain key insights of early medicalization scholarship.

Methodology – As the sociology of diagnosis emerges from medicalization, it is imperative that the new sub-specialty retains the critical edge of the early scholarship. With this in mind the paper reviews key aspects of the medicalization thesis, emphasizing the links between medical definitions and social control processes (e.g. Conrad, 1992; Conrad & Schneider, 1992; Zola, 1972). Based on this review scholars are urged to be mindful of the “diagnostic imaginary” -- a way of thinking that conceals the presence of the social in diagnoses, and which closes off critical analysis of the existential-connectedness and political nature of diagnoses.

Findings – The paradigm shift from dynamic to diagnostic psychiatry in DSM-III opened the door to a new biomedical model that has enhanced American psychiatry's scientific aura and prestige. With the increased presence and ordinariness of diagnoses in everyday life, an illusory view of diagnoses as scientific entities free of cultural ties has emerged, intensifying the dangers of medical social control.

Social implications – By illustrating that diagnoses are cultural objects imbued with political meaning, the ideological effects and social control potential of diagnostic biopsychiatry may be mitigated.