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{"datasets_id": 2550, "wiki_id": "Q1147349", "sp": 42, "sc": 1928, "ep": 46, "ec": 535} | 2,550 | Q1147349 | 42 | 1,928 | 46 | 535 | Indra Sahdan Daud | International career & Personal life | in when he suffered a leg break against Hong Kong on 10 September 2013. Personal life Indra was born to father Daud Bidin, a technician and mother Sabariah Hambali, a nurse.
He was married to Nur Elfa Aishah. They divorced after eight years of marriage. Daughter, Elsa and son, Ilyas were from his previous marriage. He married Bella on 19 June 2010. Their daughter, Indanira, was born in 2012.
Indra studied at St Andrew's School, St. Gabriel's Secondary School and ITE (Ang Mo Kio).
He was the face of Nike (Singapore) together with other national team players like Khairul Amri and Hariss Harun |
{"datasets_id": 2550, "wiki_id": "Q1147349", "sp": 46, "sc": 535, "ep": 46, "ec": 610} | 2,550 | Q1147349 | 46 | 535 | 46 | 610 | Indra Sahdan Daud | Personal life | as part of Nike's advertising campaigns such as the 2007 AFF Championship. |
{"datasets_id": 2551, "wiki_id": "Q1074074", "sp": 2, "sc": 0, "ep": 4, "ec": 626} | 2,551 | Q1074074 | 2 | 0 | 4 | 626 | Inductive bias | Inductive bias The inductive bias (also known as learning bias) of a learning algorithm is the set of assumptions that the learner uses to predict outputs given inputs that it has not encountered.
In machine learning, one aims to construct algorithms that are able to learn to predict a certain target output. To achieve this, the learning algorithm is presented some training examples that demonstrate the intended relation of input and output values. Then the learner is supposed to approximate the correct output, even for examples that have not been shown during training. Without any additional assumptions, this problem cannot |
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{"datasets_id": 2551, "wiki_id": "Q1074074", "sp": 4, "sc": 626, "ep": 4, "ec": 1280} | 2,551 | Q1074074 | 4 | 626 | 4 | 1,280 | Inductive bias | be solved exactly since unseen situations might have an arbitrary output value. The kind of necessary assumptions about the nature of the target function are subsumed in the phrase inductive bias.
A classical example of an inductive bias is Occam's razor, assuming that the simplest consistent hypothesis about the target function is actually the best. Here consistent means that the hypothesis of the learner yields correct outputs for all of the examples that have been given to the algorithm.
Approaches to a more formal definition of inductive bias are based on mathematical logic. Here, the inductive bias is a logical formula that, |
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{"datasets_id": 2551, "wiki_id": "Q1074074", "sp": 4, "sc": 1280, "ep": 8, "ec": 212} | 2,551 | Q1074074 | 4 | 1,280 | 8 | 212 | Inductive bias | Shift of bias | together with the training data, logically entails the hypothesis generated by the learner. However, this strict formalism fails in many practical cases, where the inductive bias can only be given as a rough description (e.g. in the case of artificial neural networks), or not at all. Shift of bias Although most learning algorithms have a static bias, some algorithms are designed to shift their bias as they acquire more data. This does not avoid bias, since the bias shifting process itself must have a bias. |
{"datasets_id": 2552, "wiki_id": "Q6027866", "sp": 2, "sc": 0, "ep": 14, "ec": 359} | 2,552 | Q6027866 | 2 | 0 | 14 | 359 | Industrial digital printer | Categories & High volume & Super wide format | Industrial digital printer Categories Here is a broad outline of classes of digital printers in the graphic arts segment of the printing industry. High volume These systems print at speeds measured at between 200 and 400 square metres per hour. Super wide format These printers are generally roll-to-roll and have a print bed that is 2m to 5m wide. Mostly used for printing billboards and generally have the capability of printing between 60 and 160 square metres per hour. Traditionally these were manufactured by Western manufacturers, however in the last 5 to 10 years Korean, Japanese and Chinese printer manufacturers |
{"datasets_id": 2552, "wiki_id": "Q6027866", "sp": 14, "sc": 359, "ep": 14, "ec": 1018} | 2,552 | Q6027866 | 14 | 359 | 14 | 1,018 | Industrial digital printer | Super wide format | have been aggressively competing in this category with more reliable faster printers. Margins dictate that many well-known European brands are currently manufactured in the East and simply rebranded in Europe and the United States for distribution around the world. Market antipathy to products manufactured in the East is becoming obsolescent as the vast majority of products used commercially are either assembled complete in the East or have their parts manufactured and exported from there. The low manufacturing costs of parts and machines in the East would make it extremely difficult for super-wide format digital printer suppliers around the world to |
{"datasets_id": 2552, "wiki_id": "Q6027866", "sp": 14, "sc": 1018, "ep": 22, "ec": 222} | 2,552 | Q6027866 | 14 | 1,018 | 22 | 222 | Industrial digital printer | Super wide format & Wide format & High resolution | compete profitably unless they turned to countries like China, Korea and Japan for their manufacturing. Wide format These printers are most commonly manufactured in Korea and China with India starting to develop printers as well. These machines are now available from 0.9 metres to 3 metres wide. Generally they are capable of printing from 10 to 60 square metres per hour. High resolution Printers are generally referred to as "Super-Wide format" when their print bed exceeds 2.2m in width. For many applications at this size resolution becomes secondary to print speed - which is why many machines over 3m wide |
{"datasets_id": 2552, "wiki_id": "Q6027866", "sp": 22, "sc": 222, "ep": 22, "ec": 883} | 2,552 | Q6027866 | 22 | 222 | 22 | 883 | Industrial digital printer | High resolution | are designed for speed over resolution. In the 1980s billboards were generally printed at resolutions as low as 80dpi (dots per inch). Resolutions today are much higher because of the improvements in technology but printing billboards, vehicle graphics, building wraps and the like do not require the ultra-high resolutions of 1440dpi and upwards often associated with standard wide format printers. It is normal for super-wide format digital printers to function at maximum resolutions of between 540dpi and around 1040dpi. However even these resolutions are rarely used in a production environment, billboards and building wraps for example are often done at |
{"datasets_id": 2552, "wiki_id": "Q6027866", "sp": 22, "sc": 883, "ep": 22, "ec": 1475} | 2,552 | Q6027866 | 22 | 883 | 22 | 1,475 | Industrial digital printer | High resolution | between 200dpi and 350dpi and the end result relies on the viewing distance for the impactful, colourful graphics the public sees on roadsides and buildings. The fact that they are capable of printing at these higher resolutions is still important though because it attests to the size of the ink droplet being laid down by the inkjet solvent and eco-solvent machines. These ink droplets are measured in pica-litres and a print done at 200dpi will look more defined if it is printed with smaller ink droplets when compared to a machine laying down bigger ink droplets. The primary print head |
{"datasets_id": 2552, "wiki_id": "Q6027866", "sp": 22, "sc": 1475, "ep": 26, "ec": 101} | 2,552 | Q6027866 | 22 | 1,475 | 26 | 101 | Industrial digital printer | High resolution & Print heads | technologies used in ultra-wide format digital outdoor printing comes down to a few print head manufacturers worldwide including (but not restricted to) Piezo, Seiko and Spectra as the primary competitors and their print heads are used in most machines from a variety of manufacturers. They have their pros and cons and Piezo appears to focus more on the higher resolution side of the industry whereas Seiko and Spectra-Polaris tend more towards the robust, high production capabilities required in a manufacturing environment. Print heads At this time these printers use printers using PZT crystals as micro-pumps to eject the droplets from |
{"datasets_id": 2552, "wiki_id": "Q6027866", "sp": 26, "sc": 101, "ep": 26, "ec": 376} | 2,552 | Q6027866 | 26 | 101 | 26 | 376 | Industrial digital printer | Print heads | the nozzles. The crystals deform to generate a “shock wave” in the fluid inks which in turn ejects a drop from the nozzle. A combination of surface tension, capillary pressure and other complex fluid dynamics ensures that the fluid is refilled ready for the next fire cycle. |
{"datasets_id": 2553, "wiki_id": "Q3508755", "sp": 2, "sc": 0, "ep": 10, "ec": 403} | 2,553 | Q3508755 | 2 | 0 | 10 | 403 | Influenza-like illness | Causes & Influenza | Influenza-like illness Causes The causes of influenza-like illness range from benign self-limited illnesses such as gastroenteritis, rhinoviral disease, and influenza, to severe, sometimes life-threatening, diseases such as meningitis, sepsis, and leukemia. Influenza Technically, any clinical diagnosis of influenza is a diagnosis of ILI, not of influenza. This distinction usually is of no great concern because, regardless of cause, most cases of ILI are mild and self-limiting. Furthermore, except perhaps during the peak of a major outbreak of influenza, most cases of ILI are not due to influenza. ILI is very common: in the United States each adult can average 1–3 |
{"datasets_id": 2553, "wiki_id": "Q3508755", "sp": 10, "sc": 403, "ep": 10, "ec": 1049} | 2,553 | Q3508755 | 10 | 403 | 10 | 1,049 | Influenza-like illness | Influenza | episodes per year and each child can average 3–6 episodes per year.
Influenza in humans is subject to clinical surveillance by a global network of more than 110 National Influenza Centers. These centers receive samples obtained from patients diagnosed with ILI, and test the samples for the presence of an influenza virus. Not all patients diagnosed with ILI are tested, and not all test results are reported. Samples are selected for testing based on severity of ILI, and as part of routine sampling, and at participating surveillance clinics and laboratories. The United States has a general surveillance program, a border surveillance |
{"datasets_id": 2553, "wiki_id": "Q3508755", "sp": 10, "sc": 1049, "ep": 10, "ec": 1723} | 2,553 | Q3508755 | 10 | 1,049 | 10 | 1,723 | Influenza-like illness | Influenza | program, and a hospital surveillance program, all devoted to finding new outbreaks of influenza.
In most years, in the majority of samples tested, the influenza virus is not present (see figure). In the United States during the 2008–9 influenza season through 18 April, out of 183,839 samples tested and reported to the CDC, only 25,925 (14.1%) were positive for influenza. The percent positive reached a maximum of about 25%. The percent positive increases with the incidence of infection, peaking with the peak incidence of influenza (see figure). During an epidemic, 60–70% of patients with a clear influenza-like illness actually have influenza.
Samples |
{"datasets_id": 2553, "wiki_id": "Q3508755", "sp": 10, "sc": 1723, "ep": 14, "ec": 340} | 2,553 | Q3508755 | 10 | 1,723 | 14 | 340 | Influenza-like illness | Influenza & Other causes | are respiratory samples, usually collected by a physician, nurse, or assistant, and sent to a hospital laboratory for preliminary testing. There are several methods of collecting a respiratory sample, depending on requirements of the laboratory that will test the sample. A sample may be obtained from around the nose simply by wiping with a dry cotton swab. Other causes Infectious diseases causing ILI include malaria, acute HIV/AIDS infection, herpes, hepatitis C, Lyme disease, rabies, myocarditis, Q fever, dengue fever, poliomyelitis, pneumonia, measles, and many others.
Pharmaceutical drugs that may cause ILI include many biologics such as interferons and monoclonal antibodies. Chemotherapeutic |
{"datasets_id": 2553, "wiki_id": "Q3508755", "sp": 14, "sc": 340, "ep": 18, "ec": 429} | 2,553 | Q3508755 | 14 | 340 | 18 | 429 | Influenza-like illness | Other causes & Diagnosis | agents also commonly cause flu-like symptoms. Other drugs associated with a flu-like syndrome include bisphosphonates, caspofungin, and levamisole. A flu-like syndrome can also be caused by an influenza vaccine or other vaccines, and by opioid withdrawal in physically dependent individuals. Diagnosis Influenza-like illness is a nonspecific respiratory illness characterized by fever, fatigue, cough, and other symptoms that stop within a few days. Most cases of ILI are caused not by influenza but by other viruses (e.g., rhinoviruses, coronaviruses, human respiratory syncytial virus, adenoviruses, and human parainfluenza viruses). Less common causes of ILI include bacteria such as Legionella, Chlamydia pneumoniae, Mycoplasma |
{"datasets_id": 2553, "wiki_id": "Q3508755", "sp": 18, "sc": 429, "ep": 18, "ec": 1144} | 2,553 | Q3508755 | 18 | 429 | 18 | 1,144 | Influenza-like illness | Diagnosis | pneumoniae, and Streptococcus pneumoniae. Influenza, RSV, and certain bacterial infections are particularly important causes of ILI because these infections can lead to serious complications requiring hospitalization. Physicians who examine persons with ILI can use a combination of epidemiologic and clinical data (information about recent other patients and the individual patient) and, if necessary, laboratory and radiographic tests to determine the cause of the ILI. The use of point-of-care markers such as CRP (C-reactive protein) along with an examination by a doctor may help to identify a bacterial and avoid an unnecessary antibiotic prescription.
During the 2009 flu pandemic, many thousands of |
{"datasets_id": 2553, "wiki_id": "Q3508755", "sp": 18, "sc": 1144, "ep": 18, "ec": 1735} | 2,553 | Q3508755 | 18 | 1,144 | 18 | 1,735 | Influenza-like illness | Diagnosis | cases of ILI were reported in the media as suspected swine flu. Most were false alarms. A differential diagnosis of probable swine flu requires not only symptoms but also a high likelihood of swine flu due to the person's recent history. During the 2009 flu pandemic in the United States, the CDC advised physicians to "consider swine influenza infection in the differential diagnosis of patients with acute febrile respiratory illness who have either been in contact with persons with confirmed swine flu, or who were in one of the five U.S. states that have reported swine flu cases or in |
{"datasets_id": 2553, "wiki_id": "Q3508755", "sp": 18, "sc": 1735, "ep": 26, "ec": 163} | 2,553 | Q3508755 | 18 | 1,735 | 26 | 163 | Influenza-like illness | Diagnosis & In rare cases & In horses | Mexico during the 7 days preceding their illness onset." A diagnosis of confirmed swine flu required laboratory testing of a respiratory sample (a simple nose and throat swab). In rare cases If a person with ILI also has either a history of exposure or an occupational or environmental risk of exposure to Bacillus anthracis (anthrax), then a differential diagnosis requires distinguishing between ILI and anthrax. Other rare causes of ILI include leukemia and metal fume fever. In horses ILI occurs in some horses after intramuscular injection of vaccines. For these horses, light exercise speeds resolution of the ILI. Non-steroidal anti-inflammatory |
{"datasets_id": 2553, "wiki_id": "Q3508755", "sp": 26, "sc": 163, "ep": 26, "ec": 209} | 2,553 | Q3508755 | 26 | 163 | 26 | 209 | Influenza-like illness | In horses | drugs (NSAIDs) may be given with the vaccine. |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 2, "sc": 0, "ep": 6, "ec": 647} | 2,554 | Q679789 | 2 | 0 | 6 | 647 | Information literacy | History of the concept | Information literacy History of the concept The phrase information literacy first appeared in print in a 1974 report written on behalf of the National Commission on Libraries and Information Science by Paul G. Zurkowski, who was at the time president of the Software and Information Industry Association. Zurkowski used the phrase to describe the "techniques and skills" learned by the information literate "for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems" and drew a relatively firm line between the "literates" and "information illiterates".
The Presidential Committee on Information Literacy released |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 6, "sc": 647, "ep": 6, "ec": 1412} | 2,554 | Q679789 | 6 | 647 | 6 | 1,412 | Information literacy | History of the concept | a report on January 10, 1989, outlining the importance of information literacy, opportunities to develop information literacy, and an Information Age School. The report's final name is the Presidential Committee on Information Literacy: Final Report.
The recommendations of the Presidential Committee led to the creation later that year of the National Forum on Information Literacy, a coalition of more than 90 national and international organizations.
In 1998, the American Association of School Librarians and the Association for Educational Communications and Technology published Information Power: Building Partnerships for Learning, which further established specific goals for information literacy education, defining some nine standards in |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 6, "sc": 1412, "ep": 6, "ec": 2141} | 2,554 | Q679789 | 6 | 1,412 | 6 | 2,141 | Information literacy | History of the concept | the categories of "information literacy", "independent learning", and "social responsibility".
Also in 1998, the Presidential Committee on Information Literacy produced an update on its Final Report. This update outlined the six main recommendations of the original report and examined areas where it made progress and areas that still needed work. The updated report supports further information literacy advocacy and reiterates its importance.
In 1999, the Society of College, National and University Libraries (SCONUL) in the UK, published "The Seven Pillars of Information Literacy" model to "facilitate further development of ideas amongst practitioners in the field ... stimulate debate about the ideas and |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 6, "sc": 2141, "ep": 6, "ec": 2868} | 2,554 | Q679789 | 6 | 2,141 | 6 | 2,868 | Information literacy | History of the concept | about how those ideas might be used by library and other staff in higher education concerned with the development of students' skills." A number of other countries have developed information literacy standards since then.
In 2003, the National Forum on Information Literacy, together with UNESCO and the National Commission on Libraries and Information Science, sponsored an international conference in Prague with representatives from some twenty-three countries to discuss the importance of information literacy within a global context. The resulting Prague Declaration described information literacy as a "key to social, cultural, and economic development of nations and communities, institutions and individuals in |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 6, "sc": 2868, "ep": 6, "ec": 3604} | 2,554 | Q679789 | 6 | 2,868 | 6 | 3,604 | Information literacy | History of the concept | the 21st century" and declared its acquisition as "part of the basic human right of lifelong learning".
The Alexandria Proclamation linked Information literacy with lifelong learning. More than that, it sets Information Literacy as a basic Human right that it "promotes social inclusion of all nations".
In May 2009, California Governor Arnold Schwarzenegger signed Executive Order S-06-09, establishing a California ICT Digital Literacy Leadership Council, which in turn, was directed to establish an ICT Digital Literacy Advisory Committee. "The Leadership Council, in consultation with the Advisory Committee, shall develop an ICT Digital Literacy Policy, to ensure that California residents are digitally literate." |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 6, "sc": 3604, "ep": 6, "ec": 4325} | 2,554 | Q679789 | 6 | 3,604 | 6 | 4,325 | Information literacy | History of the concept | The Executive Order states further: "ICT Digital Literacy is defined as using digital technology, communications tools and/or networks to access, manage, integrate, evaluate, create, and communicate information in order to function in a knowledge-based economy and society..." The Governor directs "...The Leadership Council, in consultation with the Advisory Committee... [to] develop a California Action Plan for ICT Digital Literacy (Action Plan)." He also directs "The California Workforce Investment Board (WIB)... [to] develop a technology literacy component for its five-year Strategic State Plan." His Executive Order ends with the following: "I FURTHER REQUEST that the Legislature and Superintendent of Public |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 6, "sc": 4325, "ep": 6, "ec": 5080} | 2,554 | Q679789 | 6 | 4,325 | 6 | 5,080 | Information literacy | History of the concept | Instruction consider adopting similar goals, and that they join the Leadership Council in issuing a "Call to Action" to schools, higher education institutions, employers, workforce training agencies, local governments, community organizations, and civic leaders to advance California as a global leader in ICT Digital Literacy".
Information literacy rose to national consciousness in the U.S. with President Barack Obama's Proclamation designating October 2009 as National Information Literacy Awareness Month. President Obama's Proclamation stated that
"Rather than merely possessing data, we must also learn the skills necessary to acquire, collate, and evaluate information for any situation... Though we may know how to find |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 6, "sc": 5080, "ep": 6, "ec": 5719} | 2,554 | Q679789 | 6 | 5,080 | 6 | 5,719 | Information literacy | History of the concept | the information we need, we must also know how to evaluate it. Over the past decade, we have seen a crisis of authenticity emerge. We now live in a world where anyone can publish an opinion or perspective, whether true or not, and have that opinion amplified within the information marketplace. At the same time, Americans have unprecedented access to the diverse and independent sources of information, as well as institutions such as libraries and universities, that can help separate truth from fiction and signal from noise."
Obama's proclamation ended with:
"Now, therefore, I, Barack Obama, President of the United |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 6, "sc": 5719, "ep": 10, "ec": 226} | 2,554 | Q679789 | 6 | 5,719 | 10 | 226 | Information literacy | History of the concept & The forum today | States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim October 2009 as National Information Literacy Awareness Month. I call upon the people of the United States to recognize the important role information plays in our daily lives, and appreciate the need for a greater understanding of its impact." The forum today Since 1989, the National Forum on Information Literacy has evolved steadily under the leadership of its first chair, Dr. Patricia Senn Breivik. Today, the Forum represents over 90 national and international organizations, all |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 10, "sc": 226, "ep": 10, "ec": 992} | 2,554 | Q679789 | 10 | 226 | 10 | 992 | Information literacy | The forum today | dedicated to mainstreaming the philosophy of information literacy across national and international landscapes, and throughout every educational, domestic, and workplace venue.
Although the initial intent of the Forum was to raise public awareness and support on a national level, over the last several years, the National Forum on Information Literacy has made significant strides internationally in promoting the importance of integrating information literacy concepts and skills throughout all educational, governmental, and workforce development programs. For example, the National Forum co-sponsored with UNESCO and IFLA several "experts meetings", resulting in the Prague Declaration (2003) and the Alexandria Proclamation (2005) each underscoring the |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 10, "sc": 992, "ep": 10, "ec": 1695} | 2,554 | Q679789 | 10 | 992 | 10 | 1,695 | Information literacy | The forum today | importance of information literacy as a basic fundamental human right and lifelong learning skill.
In the United States, however, information literacy skill development has been the exception and not the rule, particularly as it relates to the integration of information literacy practices within our educational and workforce development infrastructures. In a 2000 peer-reviewed publication, Nell K. Duke, found that students in first grade classrooms were exposed to an average of 3.6 minutes of informational text in a school day. In October 2006, the first national Summit on Information Literacy brought together over 100 representatives from education, business, and government to address |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 10, "sc": 1695, "ep": 10, "ec": 2410} | 2,554 | Q679789 | 10 | 1,695 | 10 | 2,410 | Information literacy | The forum today | America's information literacy deficits as a nation currently competing in a global marketplace. This successful collaboration was sponsored by the National Forum on Information Literacy, Committee for Economic Development, Educational Testing Service, the Institute for a Competitive Workforce, and National Education Association (NEA). The Summit was held at NEA headquarters in Washington, D.C.
A major outcome of the Summit was the establishment of a national ICT literacy policy council to provide leadership in creating national standards for ICT literacy in the United States.
As stated on the Forum's Main Web page, it recognizes that achieving information literacy has been much easier for |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 10, "sc": 2410, "ep": 10, "ec": 3094} | 2,554 | Q679789 | 10 | 2,410 | 10 | 3,094 | Information literacy | The forum today | those with money and other advantages. For those who are poor, non-White, older, disabled, living in rural areas or otherwise disadvantaged, it has been much harder to overcome the digital divide. A number of the Forum's members address the specific challenges for those disadvantaged. For example, The Children's Partnership advocates for the nearly 70 million children and youth in the country, many of whom are disadvantaged. The Children's Partnership currently runs three programs, two of which specifically address the needs of those with low-incomes: Online content for Low-Income and Underserved Americans Initiative, and the California Initiative Program. Another example is |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 10, "sc": 3094, "ep": 12, "ec": 28} | 2,554 | Q679789 | 10 | 3,094 | 12 | 28 | Information literacy | The forum today & The International Federation of Library Associations and Institutions (IFLA) | the National Hispanic Council on Aging, which is:
Dedicated to improving the quality of life for Latino elderly, families, and communities through advocacy, capacity and institution building, development of educational materials, technical assistance, demonstration projects, policy analysis and research (National Hispanic Council on Aging, and, Mission Statement section).
The National Forum on Information Literacy will continue to work closely with educational, business, and non-profit organizations in the U.S. to promote information literacy skill development at every opportunity, particularly in light of the ever-growing social, economic, and political urgency of globalization, prompting citizens to re-energize our promotional and collaborative efforts. The International Federation |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 12, "sc": 28, "ep": 18, "ec": 92} | 2,554 | Q679789 | 12 | 28 | 18 | 92 | Information literacy | The International Federation of Library Associations and Institutions (IFLA) & UNESCO Media and Information Literacy | of Library Associations and Institutions (IFLA) IFLA has established an Information Literacy Section. The Section has, in turn, developed and mounted an Information Literacy Resources Directory, called InfoLit Global. Librarians, educators and information professionals may self-register and upload information-literacy-related materials (IFLA, Information Literacy Section, n.d.) According to the IFLA website, "The primary purpose of the Information Literacy Section is to foster international cooperation in the development of information literacy education in all types of libraries and information institutions." UNESCO Media and Information Literacy According to the UNESCO website, this is their "action to provide people with the skills and |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 18, "sc": 92, "ep": 18, "ec": 795} | 2,554 | Q679789 | 18 | 92 | 18 | 795 | Information literacy | UNESCO Media and Information Literacy | abilities for critical reception, assessment and use of information and media in their professional and personal lives." Their goal is to create information literate societies by creating and maintaining educational policies for information literacy. They work with teachers around the world, training them in the importance of information literacy and providing resources for them to use in their classrooms.
UNESCO publishes studies on information literacy in many countries, looking at how information literacy is currently taught, how it differs in different demographics, and how to raise awareness. They also publish pedagogical tools and curricula for school boards and teachers to refer |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 18, "sc": 795, "ep": 22, "ec": 584} | 2,554 | Q679789 | 18 | 795 | 22 | 584 | Information literacy | UNESCO Media and Information Literacy & Big6 skills | to and use. Big6 skills The Big6 skills have been used in a variety of settings to help those with a variety of needs. For example, the library of Dubai Women's College, in Dubai, United Arab Emirates which is an English as a second language institution, uses the Big6 model for its information literacy workshops. According to Story-Huffman (2009), using Big6 at the college "has transcended cultural and physical boundaries to provide a knowledge base to help students become information literate" (para. 8). In primary grades, Big6 has been found to work well with variety of cognitive and language levels |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 22, "sc": 584, "ep": 22, "ec": 1232} | 2,554 | Q679789 | 22 | 584 | 22 | 1,232 | Information literacy | Big6 skills | found in the classroom.
Differentiated instruction and the Big6 appear to be made for each other. While it seems as though all children will be on the same Big6 step at the same time during a unit of instruction, there is no reason students cannot work through steps at an individual pace. In addition, the Big 6 process allows for seamless differentiation by interest.
Issues to consider in the Big6 approach have been highlighted by Philip Doty:
This approach is problem-based, is designed to fit into the context of Benjamin Bloom's taxonomy of cognitive objectives, and aims toward the development of critical thinking. |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 22, "sc": 1232, "ep": 22, "ec": 1880} | 2,554 | Q679789 | 22 | 1,232 | 22 | 1,880 | Information literacy | Big6 skills | While the Big6 approach has a great deal of power, it also has serious weaknesses. Chief among these are the fact that users often lack well-formed statements of information needs, as well as the model's reliance on problem-solving rhetoric. Often, the need for information and its use are situated in circumstances that are not as well-defined, discrete, and monolithic as problems.
Eisenberg (2004) has recognized that there are a number of challenges to effectively applying the Big6 skills, not the least of which is information overload which can overwhelm students. Part of Eisenberg's solution is for schools to help students become |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 22, "sc": 1880, "ep": 26, "ec": 665} | 2,554 | Q679789 | 22 | 1,880 | 26 | 665 | Information literacy | Big6 skills & Another conception | discriminating users of information. Another conception This conception, used primarily in the library and information studies field, and rooted in the concepts of library instruction and bibliographic instruction, is the ability "to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information". In this view, information literacy is the basis for lifelong learning. It is also the basis for evaluating contemporary sources of information.
In the publication Information power: Building partnerships for learning (AASL and AECT, 1998), three categories, nine standards, and twenty-nine indicators are used to describe the information literate student. |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 26, "sc": 665, "ep": 30, "ec": 610} | 2,554 | Q679789 | 26 | 665 | 30 | 610 | Information literacy | Another conception & Effects on education |
The categories and their standards are as follows: Effects on education The rapidly evolving information landscape has demonstrated a need for education methods and practices to evolve and adapt accordingly. Information literacy is a key focus of educational institutions at all levels and in order to uphold this standard, institutions are promoting a commitment to lifelong learning and an ability to seek out and identify innovations that will be needed to keep pace with or outpace changes.
Educational methods and practices, within our increasingly information-centric society, must facilitate and enhance a student's ability to harness the power of information. Key to |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 30, "sc": 610, "ep": 30, "ec": 1294} | 2,554 | Q679789 | 30 | 610 | 30 | 1,294 | Information literacy | Effects on education | harnessing the power of information is the ability to evaluate information, to ascertain among other things its relevance, authenticity and modernity. The information evaluation process is crucial life skill and a basis for lifelong learning. According to Lankshear and Knobel, what is needed in our education system is a new understanding of literacy, information literacy and on literacy teaching. Educators need to learn to account for the context of our culturally and linguistically diverse and increasingly globalized societies. We also need to take account for the burgeoning variety of text forms associated with information and multimedia technologies.
Evaluation |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 30, "sc": 1294, "ep": 30, "ec": 2116} | 2,554 | Q679789 | 30 | 1,294 | 30 | 2,116 | Information literacy | Effects on education | consists of several component processes including metacognition, goals, personal disposition, cognitive development, deliberation, and decision-making. This is both a difficult and complex challenge and underscores the importance of being able to think critically.
Critical thinking is an important educational outcome for students. Education institutions have experimented with several strategies to help foster critical thinking, as a means to enhance information evaluation and information literacy among students. When evaluating evidence, students should be encouraged to practice formal argumentation. Debates and formal presentations must also be encouraged to analyze and critically evaluate information.
Education professionals must underscore the importance of high information quality. Students |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 30, "sc": 2116, "ep": 30, "ec": 2759} | 2,554 | Q679789 | 30 | 2,116 | 30 | 2,759 | Information literacy | Effects on education | must be trained to distinguish between fact and opinion. They must be encouraged to use cue words such as "I think" and "I feel" to help distinguish between factual information and opinions. Information related skills that are complex or difficult to comprehend must be broken down into smaller parts. Another approach would be to train students in familiar contexts. Education professionals should encourage students to examine "causes" of behaviors, actions and events. Research shows that people evaluate more effectively if causes are revealed, where available.
Information in any format is produced to convey a message and is |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 30, "sc": 2759, "ep": 34, "ec": 138} | 2,554 | Q679789 | 30 | 2,759 | 34 | 138 | Information literacy | Effects on education & K-12 education restructuring | shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences (Association of College, p. 5).
Some call for increased critical analysis in Information Literacy instruction. Smith (2013) identifies this as beneficial "to individuals, particularly young
people during their period of formal education. It could equip them with the skills they need to understand the political system and their place within it, and, where necessary, to challenge this" (p. 16). K-12 education restructuring Today instruction methods have changed drastically from the mostly one-directional teacher-student model, to a more collaborative approach |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 34, "sc": 138, "ep": 34, "ec": 878} | 2,554 | Q679789 | 34 | 138 | 34 | 878 | Information literacy | K-12 education restructuring | where the students themselves feel empowered. Much of this challenge is now being informed by the American Association of School Librarians that published new standards for student learning in 2007.
Within the K-12 environment, effective curriculum development is vital to imparting Information Literacy skills to students. Given the already heavy load on students, efforts must be made to avoid curriculum overload. Eisenberg strongly recommends adopting a collaborative approach to curriculum development among classroom teachers, librarians, technology teachers, and other educators. Staff must be encouraged to work together to analyze student curriculum needs, develop a broad instruction plan, set information literacy goals, |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 34, "sc": 878, "ep": 34, "ec": 1576} | 2,554 | Q679789 | 34 | 878 | 34 | 1,576 | Information literacy | K-12 education restructuring | and design specific unit and lesson plans that integrate the information skills and classroom content. These educators can also collaborate on teaching and assessment duties
Educators are selecting various forms of resource-based learning (authentic learning, problem-based learning and work-based learning) to help students focus on the process and to help students learn from the content. Information literacy skills are necessary components of each. Within a school setting, it is very important that a students' specific needs as well as the situational context be kept in mind when selecting topics for integrated information literacy skills instruction. The primary goal should be to |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 34, "sc": 1576, "ep": 34, "ec": 2257} | 2,554 | Q679789 | 34 | 1,576 | 34 | 2,257 | Information literacy | K-12 education restructuring | provide frequent opportunities for students to learn and practice information problem solving. To this extent, it is also vital to facilitate repetition of information seeking actions and behavior. The importance of repetition in information literacy lesson plans cannot be underscored, since we tend to learn through repetition. A students’ proficiency will improve over time if they are afforded regular opportunities to learn and to apply the skills they have learnt.
The process approach to education is requiring new forms of student assessment. Students demonstrate their skills, assess their own learning, and evaluate the processes by which this learning has been |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 34, "sc": 2257, "ep": 38, "ec": 613} | 2,554 | Q679789 | 34 | 2,257 | 38 | 613 | Information literacy | K-12 education restructuring & Efforts in K-12 education | achieved by preparing portfolios, learning and research logs, and using rubrics. Efforts in K-12 education Information literacy efforts are underway on individual, local, and regional bases.
Many states have either fully adopted AASL information literacy standards or have adapted them to suit their needs. States such as Oregon (OSLIS, 2009) increasing rely on these guidelines for curriculum development and setting information literacy goals. Virginia, on the other hand, chose to undertake a comprehensive review, involving all relevant stakeholders and formulate its own guidelines and standards for information literacy. At an international level, two framework documents jointly produced by UNESCO and the |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 38, "sc": 613, "ep": 38, "ec": 1272} | 2,554 | Q679789 | 38 | 613 | 38 | 1,272 | Information literacy | Efforts in K-12 education | IFLA (International Federation of Library Associations and Institutions) developed two framework documents that laid the foundations in helping define the educational role to be played by school libraries: the School library manifesto (1999),.
Another immensely popular approach to imparting information literacy is the Big6 set of skills. Eisenberg claims that the Big6 is the most widely used model in K-12 education. This set of skills seeks to articulate the entire information seeking life cycle. The Big6 is made up of six major stages and two sub-stages under each major stages. It defines the six steps as being: task definition, information |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 38, "sc": 1272, "ep": 42, "ec": 357} | 2,554 | Q679789 | 38 | 1,272 | 42 | 357 | Information literacy | Efforts in K-12 education & Distance education | seeking strategies, location and access, use of information, synthesis, and evaluation. Such approaches seek to cover the full range of information problem-solving actions that a person would normally undertake, when faced with an information problem or with making a decision based on available resources. Distance education Now that information literacy has become a part of the core curriculum at many post-secondary institutions, it is incumbent upon the library community to be able to provide information literacy instruction in a variety of formats, including online learning and distance education. The Association of College and Research Libraries (ACRL) addresses this need |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 42, "sc": 357, "ep": 42, "ec": 1067} | 2,554 | Q679789 | 42 | 357 | 42 | 1,067 | Information literacy | Distance education | in its Guidelines for Distance Education Services (2000):
Library resources and services in institutions of higher education must meet the needs of all their faculty, students, and academic support staff, wherever these individuals are located, whether on a main campus, off campus, in distance education or extended campus programs—or in the absence of a campus at all, in courses taken for credit or non-credit; in continuing education programs; in courses attended in person or by means of electronic transmission; or any other means of distance education.
Within the e-learning and distance education worlds, providing effective information literacy programs brings together the challenges |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 42, "sc": 1067, "ep": 46, "ec": 496} | 2,554 | Q679789 | 42 | 1,067 | 46 | 496 | Information literacy | Distance education & Higher Education in Asia | of both distance librarianship and instruction. With the prevalence of course management systems such as WebCT and Blackboard, library staff are embedding information literacy training within academic programs and within individual classes themselves. Higher Education in Asia An online article published by the Asian Development Bank described higher education in Asia as remarkably successful. Majority of Asian government and political leaders support secondary and college education knowing it is crucial to fostering socio-economic development across the region. These bureaucracies understand that market globalization, interdependence in international financial systems, and prompt communications generated huge need for competent technical and managerial personnel. |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 46, "sc": 496, "ep": 46, "ec": 1199} | 2,554 | Q679789 | 46 | 496 | 46 | 1,199 | Information literacy | Higher Education in Asia | As a result, enrollment has increased and contribution to higher education diversified with the creation of more universities and educational institutions experimenting with various modes of delivery of instructions. Higher education in Asia continues to face numerous challenges. For one, Higher Education Institutions need to handle the sudden upsurge of enrollment. There are instances of lack of qualified mentors, questions about quality of instructions, and serious financial issues. University World News said there has been substantial progress in higher education in Southeast Asia as the Association of Southeast Asian Nations (ASEAN) is laying the foundation of collaboration with regards to |
{"datasets_id": 2554, "wiki_id": "Q679789", "sp": 46, "sc": 1199, "ep": 50, "ec": 455} | 2,554 | Q679789 | 46 | 1,199 | 50 | 455 | Information literacy | Higher Education in Asia & Assessment | the education systems of member-nations. Collaboration has grown significantly during the last two decades. Assessment Many academic libraries are participating in a culture of assessment, and attempt to show the value of their information literacy interventions to their students. Librarians use a variety of techniques for this assessment, some of which aim to empower students and librarians and resist adherence to unquestioned norms. Oakleaf describes the benefits and dangers of various assessment approaches: fixed-choice tests, performance assessments, and rubrics. |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 2, "sc": 0, "ep": 8, "ec": 299} | 2,555 | Q6031169 | 2 | 0 | 8 | 299 | Information pollution | Overview | Information pollution Information pollution (also referred to as "info pollution") is the contamination of information supply with irrelevant, redundant, unsolicited , hampering and low-value information. The spread of useless and undesirable information can have a detrimental effect on human activities. It is considered one of the adverse effects of the information revolution. Overview Pollution is a large problem and is growing rapidly. The majority of the modern descriptions of information pollution apply to computer based communication methods, such as e-mail, instant messaging (IM) and RSS feeds. The term acquired particular relevance in 2003 when Jakob Nielsen, a leading web |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 8, "sc": 299, "ep": 8, "ec": 933} | 2,555 | Q6031169 | 8 | 299 | 8 | 933 | Information pollution | Overview | usability expert, published a number of articles discussing the topic. However, as early as 1971 researchers were expressing doubts about the negative effects of having to recover “valuable nodules from a slurry of garbage in which it is a randomly dispersed minor component.” People use information in order to make decisions and adapt to the circumstances. Yet, cognitive studies have demonstrated that there is only so much information human beings can process before the quality of their decisions begins to deteriorate. The excess of information is commonly known as information overload and it can lead to decision paralysis, |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 8, "sc": 933, "ep": 8, "ec": 1569} | 2,555 | Q6031169 | 8 | 933 | 8 | 1,569 | Information pollution | Overview | where the person is unable to make a judgment as they cannot see what is relevant anymore. Although technology has clearly exacerbated the problem, it is not the only cause of information pollution. Anything that distracts our attention from the essential facts that we need to perform a task or make a decision could be considered an information pollutant.
The use of the term information pollution also draws attention to the parallels between the information revolution that began in the last quarter of the 20th century and the industrial revolution of the 18th–19th century. Information pollution is seen as the equivalent |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 8, "sc": 1569, "ep": 12, "ec": 354} | 2,555 | Q6031169 | 8 | 1,569 | 12 | 354 | Information pollution | Overview & Manifestations of information pollution | of the environmental pollution generated by industrial processes. Some authors claim that we are facing an information overload crisis of global proportions, in the same scale of the threats faced by the environment. Others have expressed the need for the development of an information ecology to mirror environmental management practices. Manifestations of information pollution Although information pollution can present itself in many formats, its manifestations can be broadly grouped into those that provoke disruption and those that affect the quality of the information.
Typical examples of disrupting information pollutants include unsolicited electronic messages (spam) and instant messages, particularly when used in |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 12, "sc": 354, "ep": 12, "ec": 1022} | 2,555 | Q6031169 | 12 | 354 | 12 | 1,022 | Information pollution | Manifestations of information pollution | the workplace. Mobile phones (the ring tones and also the actual conversation) can be very distracting in certain environments. Disrupting information pollution is not always technology based. A common example is unwanted publicity in any format. Superfluous messages, for example unnecessary labels on a map, also constitute an unnecessary distraction.
Alternatively, the information supply may be polluted when the quality of the information is reduced. This may be due to the information itself being inaccurate or out of date but it also happens when the information is badly presented. For example, when the messages are unfocused or unclear or when they |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 12, "sc": 1022, "ep": 16, "ec": 48} | 2,555 | Q6031169 | 12 | 1,022 | 16 | 48 | Information pollution | Manifestations of information pollution & Cultural factors | appear in cluttered, wordy or poorly organised documents that make it difficult for the reader to understand their meaning. This type of information pollution can be addressed in the context of information quality. Another example is in government work. Laws and regulations in many agencies are undergoing rapid changes and revisions. Government workers' handbooks and other sources used for interpreting these laws are often outdated ( sometimes years behind the changes ) which can cause the public to be misinformed, and businesses to be out of compliance with regulatory laws. Cultural factors A number of cultural factors have contributed to |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 16, "sc": 48, "ep": 16, "ec": 705} | 2,555 | Q6031169 | 16 | 48 | 16 | 705 | Information pollution | Cultural factors | the growth of information pollution:
Information has been seen traditionally as a good thing. We are used to statements like “you cannot have too much information”, “the more information the better” and “information is power”. The publishing and marketing industries have been used to printing excessive copies of books, magazines and brochures regardless of customer demand, just in case they were needed.
As new technologies made it easier for information to reach the furthest corners of the planets, we have seen a democratisation of information sharing. This is perceived as a sign of progress and individual empowerment, as well as a |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 16, "sc": 705, "ep": 20, "ec": 211} | 2,555 | Q6031169 | 16 | 705 | 20 | 211 | Information pollution | Cultural factors & The role of information technology | positive step to bridge the divide between the information poor and the information rich. However, it also has the effect of increasing the volume of information in circulation and making it more difficult to separate valuable from waste. It is a form pollution that makes senses constantly assaulted by marketing and advertising, information pollution from a cultural context is known as "cultural pollution." The role of information technology As already mentioned, information pollution can exist without technology, but the technological advances of the 20th century and, in particular, the internet have played a key role in the increase of information |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 20, "sc": 211, "ep": 24, "ec": 80} | 2,555 | Q6031169 | 20 | 211 | 24 | 80 | Information pollution | The role of information technology & Effects | pollution. Blogs, social networks, personal websites and mobile technology all contribute to increased “noise” levels. Some technologies are seen as especially intrusive (or polluting), for example instant messaging. Sometimes, the level of pollution caused depends on the environment in which the tool is being used. For example, e-mail is likely to cause more information pollution when used in a corporate environment than in a private setting. Mobile phones are likely to be particularly disruptive when used in a confined space like a train carriage. Effects The effects of information pollution can be seen at a number of levels, from the |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 24, "sc": 80, "ep": 32, "ec": 151} | 2,555 | Q6031169 | 24 | 80 | 32 | 151 | Information pollution | Effects & Effects on the individual & Effects on society | individual to society in general. The impact on a commercial organisation is likely to be particularly detrimental. Effects on the individual At a personal level, information pollution will affect the capacity of the individual to evaluate options and find adequate solutions. In the most extreme case it can lead to information overload and this in turn to anxiety, decision paralysis and stress. There also seem to be some negative effects on the learning process. Effects on society Aside from its impact on the individual, some authors argue that information pollution and information overload can cause loss of perspective and moral |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 32, "sc": 151, "ep": 36, "ec": 316} | 2,555 | Q6031169 | 32 | 151 | 36 | 316 | Information pollution | Effects on society & Impact on business | values. This argument has been used to explain the indifferent behaviour that modern society shows towards certain topics such as scientific discoveries, health warnings or politics. Because of the low quality and large quantity of the information received, people are becoming less sensitive to headlines and more cynical towards new messages. Impact on business As decision making is a key part of the business world. Information pollution may cause employees to become burdened with information overload and stress and therefore make slower or inadequate decisions. Increased information processing time easily translates into loss of productivity and revenue. Flawed decision |
{"datasets_id": 2555, "wiki_id": "Q6031169", "sp": 36, "sc": 316, "ep": 40, "ec": 366} | 2,555 | Q6031169 | 36 | 316 | 40 | 366 | Information pollution | Impact on business & Related terms | making will also increase the risk of critical errors taking place.
Work interruptions caused by e-mail and instant messaging can also add considerably to wasted time and efficiency losses. Related terms Infollution: The term infollution or informatization pollution was initially coined by Dr. Paek-Jae Cho, former president & CEO of KTC (Korean Telecommunication Corp.), in a 2002 speech at the International Telecommunications Society (ITS) 14th biennial conference to describe any undesirable side effect brought about by information technology and its applications. |
{"datasets_id": 2556, "wiki_id": "Q6031540", "sp": 2, "sc": 0, "ep": 6, "ec": 685} | 2,556 | Q6031540 | 2 | 0 | 6 | 685 | Infrastructure Leasing & Financial Services | History | Infrastructure Leasing & Financial Services History IL&FS was formed in 1987 as an "RBI registered Core Investment Company" by three financial institutions, namely the Central Bank of India, Housing Development Finance Corporation (HDFC) and Unit Trust of India (UTI), to provide finance and loans for major infrastructure projects. Gradually, as the organization needed better financing, it additionally opened itself to two large international players, namely Mitsubishi (through Orix corporation Japan) and the Abu Dhabi Investment authority. Subsequently, Life Insurance Corporation India, Orix and ADIA became its largest shareholders, a pattern that continues to this day.
Currently, its institutional shareholders include |
{"datasets_id": 2556, "wiki_id": "Q6031540", "sp": 6, "sc": 685, "ep": 6, "ec": 1354} | 2,556 | Q6031540 | 6 | 685 | 6 | 1,354 | Infrastructure Leasing & Financial Services | History | Life Insurance Corporation of India (LIC), ORIX and Abu Dhabi Investment Authority, with small shareholdings by a few Indian banks. State Bank of India (SBI) was a share holder till 2017, after which it sold its stake in the company. A few foreign investors including Greenspring associates remain investors in its subsidiary companies, especially IL&FS transportation and IL&FS infrastructure services.
In 2012, A2Z Group acquired the property management subsidiary of IL & FS (IL&FS Property Management & Services Ltd) in a cash and stock deal. The deal was done through its subsidiary A2Z Infraservices Ltd for Rs250 million. While Rs70 million cash payment |
{"datasets_id": 2556, "wiki_id": "Q6031540", "sp": 6, "sc": 1354, "ep": 10, "ec": 507} | 2,556 | Q6031540 | 6 | 1,354 | 10 | 507 | Infrastructure Leasing & Financial Services | History & Projects | was made to IL&FS Infrastructure Equity Fund and IL&FS Employees Welfare Trust, the infrastructure major also took a 20% stake in A2Z Infraservices by way of a stock swap. Projects IL&FS has several projects in different sectors including Transportation, Area Development, e-Governance, Health Initiatives, Cluster Development, Finance, Power, Ports, Water and Waste Water, Urban Infrastructure, Environment, Education, and Tourism.
In 2009, it became the new promoter of the Maytas Infra Ltd. and in January 2011, Maytas Infra was taken over by IL&FS and renamed to IL&FS Engineering and Construction Company Limited In September 2009, it picked up a "significant minority stake" |
{"datasets_id": 2556, "wiki_id": "Q6031540", "sp": 10, "sc": 507, "ep": 10, "ec": 1100} | 2,556 | Q6031540 | 10 | 507 | 10 | 1,100 | Infrastructure Leasing & Financial Services | Projects | in the Reliance Industries' special economic zone project in Haryana.
IL & FS was the principal lender behind the construction of the 9.28 km long Chenani-Nashri Tunnel, located on the route of NH 44 in Jammu and Kashmir. Its work was started on July 2011 and the tunnel was opened for traffic after its inauguration by the Indian Prime Minister Narendra Modi on 2 April 2017. Built on an estimated budget of ₹3,720 crore (US$550 million), the main tunnel is 13 metres in diameter, while the parallel escape tunnel is 6 metres in diameter. The main and escape tunnels are connected by |
{"datasets_id": 2556, "wiki_id": "Q6031540", "sp": 10, "sc": 1100, "ep": 14, "ec": 112} | 2,556 | Q6031540 | 10 | 1,100 | 14 | 112 | Infrastructure Leasing & Financial Services | Projects & Defaults on bonds by IL & FS financial services | 29 cross passages located at intervals of every 300 metres. It is the first tunnel in India with a fully integrated tunnel system and is expected to reduce the distance between Jammu and Srinagar by 30.11 km (18.7 mi), reducing the travel time by two hours.
IL & FS also has large investments in its own subsidiaries, as well as in the equity market. In September 2018, these amounted to nearly Rs. 10,000 crores. Defaults on bonds by IL & FS financial services From July to September 2018, two out of IL & FS's 256 subsidiaries reported having trouble paying back loans and |
{"datasets_id": 2556, "wiki_id": "Q6031540", "sp": 14, "sc": 112, "ep": 14, "ec": 706} | 2,556 | Q6031540 | 14 | 112 | 14 | 706 | Infrastructure Leasing & Financial Services | Defaults on bonds by IL & FS financial services | inter corporate deposits to other banks and lenders, resulting in the RBI requesting its major share holders to rescue it. In July 2018, Hindu Businessline reported that the road arm of IL & FS was having difficulty making payments due on its bonds. In the same month, Business Standard reported that its founder Ravi Parthasarathy would be leaving the firm due to medical reasons, after having headed the firm for 30 years.
In early September 2018, Moneylife India reported that one of IL & FS's subsidiaries had been unable to repay a Rs. 1000 crore short term loan taken from SIDBI, |
{"datasets_id": 2556, "wiki_id": "Q6031540", "sp": 14, "sc": 706, "ep": 14, "ec": 1319} | 2,556 | Q6031540 | 14 | 706 | 14 | 1,319 | Infrastructure Leasing & Financial Services | Defaults on bonds by IL & FS financial services | resulting in SIDBI asking one of its officers to resign. Subsequently, Bloomberg Quint, Business standard and Economic times reported that one of the IL & FS group of companies called IL & FS Financial services limited had defaulted on its commercial paper payments. This led to news of a possible audit by the Reserve bank of India. IL&FS Financial Services Ltd., one of the group's many financial subsidiaries had defaulted on repaying about Rs. 450 crore worth of inter-corporate deposits to Small Industries Development Bank of India (SIDBI). On 27 September 2018, IL & FS Financial services informed the BSE |
{"datasets_id": 2556, "wiki_id": "Q6031540", "sp": 14, "sc": 1319, "ep": 14, "ec": 1932} | 2,556 | Q6031540 | 14 | 1,319 | 14 | 1,932 | Infrastructure Leasing & Financial Services | Defaults on bonds by IL & FS financial services | that it had defaulted on a Rs 52.4-crore repayment of short-term deposits and Rs 104-crore term deposit.
However, in its replies to investors and the BSE, IL&FS investment services (IVC) clarified that the news items did not relate to it, as these were two completely different legal entities. A similar letter was published by IL & FS Transportation.
On 1st Oct, 2018, the Government of India took steps to take control of the company and arrest spread of the contagion to the financial markets. A new board was constituted as the earlier board was deemed to have failed to discharge its duties. |
{"datasets_id": 2556, "wiki_id": "Q6031540", "sp": 14, "sc": 1932, "ep": 14, "ec": 2604} | 2,556 | Q6031540 | 14 | 1,932 | 14 | 2,604 | Infrastructure Leasing & Financial Services | Defaults on bonds by IL & FS financial services | The new board consists of Kotak Mahindra Bank managing director Uday Kotak, former IAS officer & Tech Mahindra boss Vineet Nayyar, former Sebi chief G N Bajpai, former ICICI Bank chairman G C Chaturvedi, former IAS officers Malini Shankar and Nand Kishore.
Serious Fraud Investigation Office (SFIO) started investigation as there were huge procedural lapses and top management was not reachable. Newspapers reported the lavish salaries management gave itself at the expense of the public money. In the absence of adequate supervision by RBI or shareholders or any claw back provisions on remuneration, the management treated the company as its fiefdom.
On |
{"datasets_id": 2556, "wiki_id": "Q6031540", "sp": 14, "sc": 2604, "ep": 14, "ec": 3091} | 2,556 | Q6031540 | 14 | 2,604 | 14 | 3,091 | Infrastructure Leasing & Financial Services | Defaults on bonds by IL & FS financial services | 02 April 2019, former vice chairman of IL&FS, Hari Sankaran, was arrested by SFIO in Mumbai for fraud and causing wrongful loss to the troubled infrastructure lender. He is accused of granting loans to entities that were not credit-worthy or declared as non-performing accounts causing loss to the company and its creditors.The SFIO has been granted custody of Sankaran till April 4.
The initial SFIO probe revealed that there were major lapses in Deloitte's audit of the IL&FS. |
{"datasets_id": 2557, "wiki_id": "Q65117931", "sp": 2, "sc": 0, "ep": 4, "ec": 53} | 2,557 | Q65117931 | 2 | 0 | 4 | 53 | Inishmot | Inishmot Inishmot is a civil parish in County Meath, Ireland. |
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{"datasets_id": 2558, "wiki_id": "Q25245533", "sp": 2, "sc": 0, "ep": 10, "ec": 4} | 2,558 | Q25245533 | 2 | 0 | 10 | 4 | Initialized Capital | History & Investments | Initialized Capital History Initialized raised $7 million in its first fund. In February 2012, it filed its Form D notice of exempt offering of securities. It raised $39 million in its second fund on August 2013.
In 2013, Initialized Capital became an early investor in Coinbase, wiring the cryptocurrency app's founder Brian Armstrong $200,000. Garry Tan left Y Combinator in 2015 to focus on Initialized full time.
On June 7, 2016 the firm announced a $100M target for its third fund and then closed $125 million.
In late 2018, it raised a $225 million fund, the company's fourth and largest. Investments Its |
{"datasets_id": 2558, "wiki_id": "Q25245533", "sp": 10, "sc": 3, "ep": 14, "ec": 62} | 2,558 | Q25245533 | 10 | 3 | 14 | 62 | Initialized Capital | Investments & Recognition | investments include 7 Cups, Airware, Algolia, Athelas, Boosted, Codecademy, Coinbase, Color Genomics, Cruise, Flexport, Genius, Instacart, Landed, LeadGenius, LendUp, Maker's Row, The Mom Project, Papa, ParkWhiz, Patreon, Plangrid, Plate IQ, Polychain Capital, Rescale, Shoptiques, Soylent, Standard Cognition, Streak, Survata, True Link Financial, Truepill, Vicarious, Zenefits and Zentail. Recognition In 2018, Garry Tan was listed at #21 on the Forbes Midas List. |
{"datasets_id": 2559, "wiki_id": "Q896079", "sp": 2, "sc": 0, "ep": 6, "ec": 565} | 2,559 | Q896079 | 2 | 0 | 6 | 565 | Innerste Dam | Structures | Innerste Dam Structures The Innerste is an earth-fill dam with multiple, external, asphaltic concrete layers. It has an inspection gangway along its whole length on the upstream apron. In front of the upstream base of the dam is a shaft spillway (a flood overflow tower), into which also the bottom outlet is integrated. The water of the Innerste Dam can be pumped via a 4.6 km long diversion channel to the Grane Dam further east, where it can be used for water treatment. From 2003 to 2005 the reservoir was completely emptied and renovated, especially the asphalt sealing and the bottom |
{"datasets_id": 2559, "wiki_id": "Q896079", "sp": 6, "sc": 565, "ep": 14, "ec": 171} | 2,559 | Q896079 | 6 | 565 | 14 | 171 | Innerste Dam | Structures & Flood control & Recreation | outlet. This work was finished in September 2005. Flood control Because the reservoir only has a limited flood control capacity (i.e. its capacity is relatively small in relation to the annual discharge), it can only check flooding within certain limits. The flood relief facility (spillway) is used about every two years. Nevertheless, even when the Innerste Dam overflows, the level of retention significantly reduces and delays flooding. Recreation The reservoir may be used by sailing and rowing boats and for angling and camping. The Innerste Valley Railway is an old railway line, that had a halt by the Innerste Dam. |
{"datasets_id": 2560, "wiki_id": "Q45322", "sp": 2, "sc": 0, "ep": 6, "ec": 582} | 2,560 | Q45322 | 2 | 0 | 6 | 582 | Innervision | Overview | Innervision Overview This single is the only single released from Steal This Album! to be non-airplay only. As in the case with most songs from Steal This Album!, it has only been played live on very few occasions (with the exception of the 2011-2012 Reunion Tour).
The song was leaked prior to the album's release, although it was not included in the Toxicity II bootleg, rather than being leaked in a separate way. The origin of the leak is unknown. The leaked version features a slightly different arrangement and lyrics, most predominantly in the bridge and second verse where layered vocals |
{"datasets_id": 2560, "wiki_id": "Q45322", "sp": 6, "sc": 582, "ep": 6, "ec": 613} | 2,560 | Q45322 | 6 | 582 | 6 | 613 | Innervision | Overview | are used on the album version. |
{"datasets_id": 2561, "wiki_id": "Q15916688", "sp": 2, "sc": 0, "ep": 4, "ec": 582} | 2,561 | Q15916688 | 2 | 0 | 4 | 582 | Innocent owner defense | Innocent owner defense An innocent owner defense is a concept in United States law providing for an affirmative defense that applies when an owner claims that they are innocent of a crime and so their property should not be forfeited. It is defined in section 983(d) of title 18 of the United States Code (18 U.S.C. § 983(d)) and is part of the Code that defines forfeiture laws and more specifically the general rules for civil forfeiture proceedings. It states that the "claimant shall have the burden of proving that the claimant is an innocent owner by a preponderance of the evidence."
United |
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{"datasets_id": 2561, "wiki_id": "Q15916688", "sp": 4, "sc": 582, "ep": 4, "ec": 1202} | 2,561 | Q15916688 | 4 | 582 | 4 | 1,202 | Innocent owner defense | States v. Liberty Avenue is a case in which the innocent owner defense was used. It can be claimed when the owner can prove that he had no knowledge of illegal activity or had not consented to the illegal activity. Many property owners choosing to assert the innocent owner defense are burdened by inconsistent judicial interpretation of the statutory phrase "without the knowledge or consent of that owner." Some jurisdictions give this phrase a conjunctive meaning by requiring an owner to prove both lack of knowledge and lack of consent to defeat a forfeiture. Other jurisdictions interpret the phrase disjunctively |
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{"datasets_id": 2561, "wiki_id": "Q15916688", "sp": 4, "sc": 1202, "ep": 4, "ec": 1806} | 2,561 | Q15916688 | 4 | 1,202 | 4 | 1,806 | Innocent owner defense | by allowing the owner to prove either lack of knowledge or lack of consent to defeat a forfeiture action. The question in the case was whether a property owner can assert the innocent owner defense on the basis of lack of consent even if he admits to having knowledge of the drug-related use of his property.
The government argued that to assert the innocent owner defense successfully, the claimant must show both lack of knowledge and lack of consent. Claimant, on the other hand, asserted that lack of consent represents an independent way of satisfying the requirements of the innocent owner |
|
{"datasets_id": 2561, "wiki_id": "Q15916688", "sp": 4, "sc": 1806, "ep": 4, "ec": 2390} | 2,561 | Q15916688 | 4 | 1,806 | 4 | 2,390 | Innocent owner defense | defense and so he could thus prevail by showing that he did not consent to the criminal use of his property.
The court concluded that a claimant could achieve innocent owner status by showing either that he lacked knowledge of or that he had not consented to the drug-related use of his property.
In United States v. 92 Buena Vista a woman had purchased a home with money that her boyfriend had given her without knowledge that the money came from drug-trafficking. She claimed the innocent owner defense, but the court ruled that it applied to her as well even if it |
|
{"datasets_id": 2561, "wiki_id": "Q15916688", "sp": 4, "sc": 2390, "ep": 4, "ec": 2838} | 2,561 | Q15916688 | 4 | 2,390 | 4 | 2,838 | Innocent owner defense | was later nullified by the Civil Asset Forfeiture Reform Act of 2000. There are many jurisdictions that refuse to take any position, leaving the determination of the conjunctive or disjunctive question to the lower courts.
Moreover, courts have also inconsistently defined the statutory terms "knowledge" and "consent." The inconsistent judicial interpretation renders the standard for "innocence" under the innocent owner defense unclear. |
|
{"datasets_id": 2562, "wiki_id": "Q25038622", "sp": 2, "sc": 0, "ep": 8, "ec": 533} | 2,562 | Q25038622 | 2 | 0 | 8 | 533 | Insects in religion | Live insects in religious ceremonies | Insects in religion Insects have long been used in religion, both directly (with live insects) and as images or symbols. Live insects in religious ceremonies In the Brazilian Amazon, members of the Tupí–Guaraní language family have been observed using Pachycondyla commutata ants during female rite-of-passage ceremonies, and prescribing the sting of Pseudomyrmex spp. for fevers and headaches.
Pogonomyrmex californicus, a red harvester ant, has been widely used by natives of Southern California and Northern Mexico for hundreds of years in ceremonies conducted to help tribe members acquire spirit helpers through hallucination. During the ritual, young men are sent away from the |
{"datasets_id": 2562, "wiki_id": "Q25038622", "sp": 8, "sc": 533, "ep": 12, "ec": 302} | 2,562 | Q25038622 | 8 | 533 | 12 | 302 | Insects in religion | Live insects in religious ceremonies & Insect symbols | tribe and consume large quantities of live, unmasticated ants under the supervision of an elderly member of the tribe. Ingestion of ants should lead to a prolonged state of unconsciousness where dream helpers appear and serve as allies to the dreamer for the rest of his life. Insect symbols In Ancient Egyptian religion, the dung beetle now known as Scarabaeus sacer (formerly Ateuchus sacer) was revered as sacred, as Charles Darwin noted in On the Origin of Species, describing the genus Ateuchus as the "sacred beetle of the Egyptians." To them, the insect was a symbol of Khepri, the early |
{"datasets_id": 2562, "wiki_id": "Q25038622", "sp": 12, "sc": 302, "ep": 12, "ec": 901} | 2,562 | Q25038622 | 12 | 302 | 12 | 901 | Insects in religion | Insect symbols | morning manifestation of the sun god Ra, from an analogy between the beetle's behaviour of rolling a ball of dung across the ground and Khepri's task of rolling the sun across the sky. They accordingly held the species to be sacred. The Egyptians also observed young beetles emerging from the ball of dung, from which they mistakenly inferred that the female beetle was able to reproduce without needing a male. From this, they drew parallels with their god Atum, who also begat children alone.
In the Shinto of Japan, dragonflies are mentioned in haiku poems, for example behaving as if on |
{"datasets_id": 2562, "wiki_id": "Q25038622", "sp": 12, "sc": 901, "ep": 12, "ec": 1468} | 2,562 | Q25038622 | 12 | 901 | 12 | 1,468 | Insects in religion | Insect symbols | pilgrimage, or gathering in the Bon festival of the dead.
In the Quran, the honeybee is the only creature that speak directly to God. Mohammed wrote in the 68-69 verses:
And your Lord taught the honey bee to build its cells in hills, on trees, and in (men's) habitations; Then to eat of all the produce (of the earth), and find with skill the spacious paths of its Lord: there issues from within their bodies a drink of varying colours, wherein is healing for men: verily in this is a Sign for those who give thought. (Surat an-Nahl (The Bee), 68-69) |
{"datasets_id": 2563, "wiki_id": "Q59791477", "sp": 2, "sc": 0, "ep": 6, "ec": 467} | 2,563 | Q59791477 | 2 | 0 | 6 | 467 | Institut Suisse des Sciences Noétiques | Origins | Institut Suisse des Sciences Noétiques Origins The early stages of the original structure were born from the merger between the Noêsis association—which was created in 1999 by Sylvie Dethiollaz, PhD in molecular biology—and the fondation Odier de psycho-physique (Odier Foundation of Psychophysics) which was promoted in 1992 by Marcel & Monique Odier and whose dedicated team included, among its distinguished members, some eminent figures such as biologist Rémy Chauvin and physicist Olivier Costa de Beauregard. |
{"datasets_id": 2564, "wiki_id": "Q60741286", "sp": 2, "sc": 0, "ep": 4, "ec": 624} | 2,564 | Q60741286 | 2 | 0 | 4 | 624 | Institute for Therapy through the Arts | Institute for Therapy through the Arts The Institute for Therapy through the Art is a non-profit creative arts therapy organization in Evanston, Illinois, in the United States. It was founded in 1975 by Marilyn Richman, a drama therapist and co-founder of the North American Drama Therapy Association (NADTA), as a division of the Music Institute of Chicago, with the help of Frank Little, the director at the time. In 2015, the ITA's 40th anniversary, ITA became its own independent non-profit organization. ITA provides therapeutical services in art, drama, dance/movement and music therapy.
Currently, ITA has three locations in Evanston, Highland Park |
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{"datasets_id": 2564, "wiki_id": "Q60741286", "sp": 4, "sc": 624, "ep": 12, "ec": 317} | 2,564 | Q60741286 | 4 | 624 | 12 | 317 | Institute for Therapy through the Arts | History & Annual Integrated Creative Arts Therapy Conference | and Chicago. History The Institute for Therapy through the Arts was founded in 1975 by drama therapist Marilyn Richman as a division of the Music Institute of Chicago in an effort to make the arts accessible to all students, despite possible developmental or physical challenges. Annual Integrated Creative Arts Therapy Conference Since 2016, ITA has hosted an annual creative arts therapy conference. The two-day conference consists of lectures, workshops and presentations. It is a meeting place for creative arts therapists to exchange ideas and research as well as an opportunity for professionals outside the field to learn about creative arts |
{"datasets_id": 2564, "wiki_id": "Q60741286", "sp": 12, "sc": 317, "ep": 20, "ec": 122} | 2,564 | Q60741286 | 12 | 317 | 20 | 122 | Institute for Therapy through the Arts | Annual Integrated Creative Arts Therapy Conference & Musical Bridges to Memory & Music Therapy Social Skills Assessment and Documentation Manual | therapy. Musical Bridges to Memory The “Musical Bridges to Memory" (MBM) program is a recent study that ITA took part in on how dementia and music relate to each other. This study was prepared and conducted by a research team of the Northwestern University under leadership of Dr. Bonakdarpour, MD, from the Feinberg School of Medicine and ITA in partnership with the Silverado Memory Care center in Morton Grove, IL as well as professional musicians. Music Therapy Social Skills Assessment and Documentation Manual In 2014, ITA music therapists published the "Music Therapy Social Skills Assessment and Documentation Manual" (MTSSA). The |
{"datasets_id": 2564, "wiki_id": "Q60741286", "sp": 20, "sc": 122, "ep": 20, "ec": 665} | 2,564 | Q60741286 | 20 | 122 | 20 | 665 | Institute for Therapy through the Arts | Music Therapy Social Skills Assessment and Documentation Manual | MTSSA is a comprehensive manual designed for music therapists providing a structured assessment and documentation method for measuring social interaction, affect and engagement in a musical setting with children and adolescents who have neurodevelopmental disorders. The MTSSA was born out of the need to be able to address individualized goals for each group members and to accurately track progress in group music therapy sessions. Furthermore, it measures the generalization of progress made in music therapy session to other environments. |
{"datasets_id": 2565, "wiki_id": "Q1279704", "sp": 2, "sc": 0, "ep": 4, "ec": 418} | 2,565 | Q1279704 | 2 | 0 | 4 | 418 | Institute of Croatian Language and Linguistics | Institute of Croatian Language and Linguistics The Institute of Croatian Language and Linguistics (Croatian: Institut za hrvatski jezik i jezikoslovlje) is an official institute in Croatia whose purpose is to preserve and foster the Croatian language. It traces its history back to 1948, when it was part of the Yugoslav Academy of Sciences and Arts (today's Croatian Academy of Sciences and Arts). The modern institute dates back to Croatia's independence in 1991. |
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