OpenLLM-France/wikimedia huggingface dataset:
# Handbook of Management Scales/Technology uncertainty
## Technology uncertainty (alpha = 0.83)
### Description

The authors identify key constructs related to supply chain management. Based on a systematic instrument develop process, they develop a set of reliable, valid, and unidimensional measurement scales.

### Items

* Our industry is characterized by rapidly changing technology. (0.84)
* If we don’t keep up with changes in technology, it will be difficult for us to remain competitive. (0.73)
* The rate of process obsolescence is high in our industry. (0.81)
* The production technology changes frequently and sufficiently. (0.79)

### Source

* Chen/Paulraj (2004): Towards a theory of supply chain management: the constructs and measurements. Journal of Operations Management, Vol. 22, No. 2, pp. 119–150

### Related Scales

* Technological uncertainty
# Handbook of Management Scales/Threat of opportunism
## Threat of opportunism (CR = 0.67)
### Description

This scale was based on Souder & Shrivastava (1985) and Simonin (1991).

### Definition

In the article, the threat of opportunism refers to the perceived threat of opportunism associated with a sourcing decision.

### Items

Respondents indicated agreement with the first statement in each pair with a rating of 1 and agreement with the second statement with a rating of 7.
* Collaborating or sourcing this technology externally places our firm at risk of being unfairly taken advantage of by these partner firms. / There is little risk of being unfairly taken advantage of by partner firms or suppliers of similar technology. (R)
* Our firm could expect complete honesty from potential partners and suppliers associated with this technology. / Our firm would need to assume that the partners and suppliers associated with this technology would act dishonestly if given the opportunity.
* Sourcing this technology externally through licensing or collaborative development would involve extensive contracting and managerial oversight. / Minimal contracting and oversight would he required for acquiring this technology from an external source.

### Source

* Steensma & Corley (2001) Organizational Context as a Moderator of Theories on Firm Boundaries for Technology Sourcing. Academy of Management Journal, Vol. 44, No. 2, pp. 271-291.

### Discussion

The reliability is a bit too low (CR < 0.7).
# Handbook of Management Scales/Top management commitment
## Top management commitment (alpha = 0.84)
### Description

Through a detailed analysis of the literature, twelve constructs of integrated quality management strategies were identified: top management commitment, customer focus, supplier quality management, design quality management, benchmarking, SPC usage, internal quality information usage, employee empowerment, employee involvement, employee training, product quality, and supplier performance. Using a survey of 371 manufacturing firms, the constructs were then empirically tested and validated. For this purpose a confirmatory factor analysis approach was used.

### Items

* Top-level managers view quality as being more important than cost.
* Top-level managers view quality as being more important than meeting product schedules.
* Our performance evaluation by the top-level management depends heavily on quality.
* Top-level managers allocate adequate resources toward efforts to improve quality.
* We have clear quality goals identified by top-level managers.
* At company-wide meetings top-level managers often discuss the importance of quality.

### Source

* Ahire et al. (1996): Development and Validation of TQM Implementation Constructs. Decision Sciences, Vol. 27, No. 1, pp. 23-56.

### Related Scales

* Executive commitment
# Handbook of Management Scales/Top management support
## Top management support (alpha = 0.92)
### Description

The authors identify key constructs related to supply chain management. Based on a systematic instrument develop process, they develop a set of reliable, valid, and unidimensional measurement scales.

### Items

* Top management is supportive of our efforts to improve the purchasing department. (0.69)
* Top management considers purchasing to be a vital part of our corporate strategy. (0.80)
* Purchasing’s views are important to most top managers. (0.82)
* The chief purchasing officer has high visibility within top management. (0.81)
* Top management emphasizes the purchasing function’s strategic role. (0.87)
* Requests for increased resources are mostly satisfied by top management. (0.53)

### Source

* Chen/Paulraj (2004): Towards a theory of supply chain management: the constructs and measurements. Journal of Operations Management, Vol. 22, No. 2, pp. 119–150

## Top management support (alpha = 0.8447)
### Items

* Top managers repeatedly tell employees that this business unit's survival depends in its adapting to supply chain management.
* Top managers repeatedly tell employees that building, maintaining, and enhancing long-term relationships with our supply chain members are critical to this business unit's success.
* Top managers repeatedly tell employees that sharing valuable strategic/tactical information with our supply chain members is critical to this business unit's success.
* Top managers repeatedly tell employees that sharing risk and reward is critical to this business unit's success.
* Top management offers various education opportunities about supply chain management.

### Source

* Min/Mentzer (2004): Developing and measuring supply chain management concepts. Journal of Business Logistics, Vol. 25, No. 1, pp. 63-99.

### Related Scales

* Buying firm's top management support
* Management leadership
# Handbook of Management Scales/The degree of dissatisfaction with the status quo
## D - The degree of dissatisfaction with the status quo (α = 0.820) (Tornjanski, 2019)
### Description

Cudanov, Tornjanski and Jasko have developed construct based on Beckhard and Harris's model and the subsequent literature with the primary purpose to provide quantitative prediction model in the area of organizational change management. Authors have formalized earlier qualitative assessment into measurement construct aiming at certifying Beckhard and Harris's change model empirically. First component in Beckhard and Harris's change formula, i.e. “D”, refers to the degree of dissatisfaction with the status quo. Accordingly, second-order construct depicted in text below refers to measuring dissatisfaction of actual state within organizations.

### Definition

Dissatisfaction with the status quo illustrates discontent of employees with the actual situation, noting that employees would not be motivated to change if they are satisfied with the current situation (Beckhard & Harris, 1987). High level of dissatisfaction with the status quo represents a significant factor that contributes to reducing level of resistance to change (Beckhard & Harris, 1987; Cudanov et al., 2019; Tornjanski, 2019).

### Items

Construct consists of 5-point scale aiming at measuring the degree of dissatisfaction with the status quo. Component "D" (1 - Completely disagree; 5 - Completely agree):
* I was completely satisfied with situation before change
* If I could, I would change organization long before change was initiated
* I was very satisfied to hear idea about change

### Source

* Cudanov, M., Tornjanski, V., & Jasko, O. (2019). CHANGE EQUATION EFFECTIVENESS: EMPIRICAL EVIDENCE FROM SOUTH-EAST EUROPE. E+ M Ekonomie a Management, 22(1), 99-115; https://dspace.tul.cz/bitstream/handle/15240/151424/EM_1_2019_07.pdf?sequence=1&isAllowed=y
* Tornjanski, V. (2019). Predviđanje uspešnosti organizacionih promena kvantitativnim Bekard i Harisovim modelom (Doctoral dissertation, Univerzitet u Beogradu-Fakultet organizacionih nauka); http://uvidok.rcub.bg.ac.rs/bitstream/handle/123456789/3612/Doktorat.pdf?sequence=1
* Beckhard, R. F., & Harris, R T. (1987). Organizational Transitions: Managing complex change. Reading, MA: Addison-Wesley
# Handbook of Management Scales/Threat of commercial failure
## Threat of commercial failure (CR = 0.85)
### Definition

In the article, the threat of commercial failure refers to the uncertainty associated with both the engineering and design of a sourced technology and the technology's commercial success.

### Items

Items were rated on a scale ranging from 1, "strongly disagree", to 7, "strongly agree".
* It was not clear whether this technology would work as it was intended technologically.
* Our firm was confident that this technology would perform as it was originally designed. (R)
* We were certain this technology would meet our technical expectations. (R)
* We were certain this technology would meet customer demands. (R)
* Our firm was confident that this technology would achieve our market goals. (R)

### Source

* Steensma & Corley (2001): Organizational Context as a Moderator of Theories on Firm Boundaries for Technology Sourcing. Academy of Management Journal, Vol. 44, No. 2, pp. 271-291.
# Handbook of Management Scales/Tradition
## Tradition (CR = 0.72)
### Description

Hofstede's five cultural factors are reconceptualized as ten personal cultural orientations: independence, interdependence, power, social inequality, masculinity, gender equality, risk aversion, ambiguity intolerance, tradition, and prudence. A new 40-item scale is developed to measure these personal cultural orientations. Much effort has been invested in ensuring validity, reliability, and cross-cultural measurement equivalence of the new scale.

### Definition

Tradition is defined as a personal cultural orientation representing respect for traditional values including hard work, non-materialism, benevolence, social consciousness, morality, and respect for one’s heritage.

### Items

* I am proud of my culture. (0.82)
* Respect for tradition is important for me. (0.75)
* I value a strong link to my past. (0.74)
* Traditional values are important for me. (0.70)

### Source

* Sharma (2010): Measuring Personal Cultural Orientations: Scale Development and Validation. Journal of the Academy of Marketing Science, Vol. 38, No. 6, pp. 787–806
# Israel and the Palestinian Territories/Introductory Scene

Haifa, 1948.
Amidst the battles between Arab Liberation Army and Haganah and report of a massacre taking place, more and more Arab inhabitants were fleeing towards the coast. By 22nd April, Haganah had clearly captured Haifa, and a truce was proposed, which requested disarmament of all Arabs, expulsion of foreign Arab fighters and Nazis, and free movement of traffic in Haifa. Arab leaders declared that they could not accept the Haganah’s truce terms, and they asked for evacuating the residents. All but 3000 Arabs, include most notables, had fled the city within a week.
Today, the descendants of the 3000 Arabs who remained in the city, alongside IDPs from nearby areas and many recent arrivals, still live in various neighbourhoods of Haifa as full citizens of Israel, while the majority of the descendants of those evacuated residents of Haifa have continued to live in refugee camps. The issue of Palestinian refugees would continue to haunt the three entities that emerged from the ruins of Mandatory Palestine(Israel, Jordan and Palestinian Authority).
# Israel and the Palestinian Territories/Maps of Israel and the Palestinian Territories

Due to the contentious nature of the region, maps depict the area differently. Some show the Green Line, some show the entire area as an integral unit, some show the line of annexation and some show the Oslo jurisdiction lines. Here some maps would be shown.
# Israel and the Palestinian Territories/Note for this book

Notes for this document
1. I usually use Israeli official names for place names that continue to be used in modern-day Israel within the Green Line, like Zefat instead of Safad/Tzfat/Tsefat. The Israeli official names can be seen on GovMap. Palestinian place names are based on the one used by Survey of Palestine on the 1944 map. Israeli localities established on the ruins of historic towns, like Migdal/Magdala, Zippori/Sapphoris, may be rendered in either form.
2. Personal names of modern Israelis and Palestinians are rendered according to personal preference. Hebrew names from the antiquity are first introduced with the conventional name with transliterated form according to Academy of Hebrew Language system in parentheses, and then with the conventional form only. Talmudic sages, however, are always referred by their names in Hebrew transliterated according to Academy of Hebrew Language system. Jewish festivals are referred by their conventional names. When multiple conventional names exist for a Jewish figure, the one used by Jews would take precedence over the one used by Gentiles. Other historical figures may be rendered in either conventional form or direct transliterated from.
3. In all other situations when direct transliteration of Hebrew is involved, the Academy of Hebrew Language transliteration is used, while the transliteration from app.glosbe.com is used for Arabic.
4. Since Golan Heights is outside the areas of former Mandatory Palestine, it’s not included in the overall geography of the region unless otherwise noted.
5. This document may offend some Palestinian nationalists who believe that the Canaanites were Arabs or that Zionism is racism, or some Revisionist Zionists who believe that Israel only belongs to Jews and the Palestinian nation only began in 1964.

## Sources for this Wikibook
### Common sources

Britannica
Wikipedia
Simon Sebag Montefiore, Jerusalem: A biography
Encyclopedia Judaica
Israeli Central Bureau of Statistics
Palestinian Central Bureau of Statistics

### Sources for the Ancient and Mediaeval Southern Levantine History

JPS Tanakh
Antiquity of the Jews, by Josephus
Nur Masalha, Palestine: A Four Thousand Year History

### Sources for modern Israeli and Palestinian history

Encyclopedia Palestina
The Palestine Post,
Al HaMishmar
Anita Shapira, Israel: A History
Benny Morris, 1948: A History of the first Arab-Israeli War
Tom Segev, 1949: The First Israelis and One Palestine, Complete: Jews and Arabs under the British Mandate
Yitzhak Rabin, the Rabin Memoirs
Leila Khaled, My people shall live: The autobiography of a revolutionary
Rashid Khalidi, The Iron Cage: The Story of the Palestinian Struggle for Statehood
Ian Black, Enemies and Neighbours: Arabs and Jews in Palestine and Israel, 1917-2017
Efraim Karsh, The Arab-Israeli Conflict. The Palestine War 1948
Palestinian Journey
Chronology by Institute for Palestine Studies(The Palestine Chronology)
# Israeli History

In this book you will learn the history of the modern state of Israel and the people who live in it. The aim of this book is to be easy to read, informative, and unbiased. It uses plenty of primary sources to give you a sense of what people thought at the time. If you have something to add to this book, or you'd like to correct an error, just click "edit this page" and fix it yourself!

## Table of Contents

* The Zionist Movement
* Palestine under the Mandate
* From World War II to Partition
* From Partition to Independence
* War, Ceasefire and Refugees
* Challenges for a New State
* Six-Day War, Yom Kippur War, Settlements
* Peace and Likud Rule
* 1980s: First Lebanon War and Infitada
* 1990-2005: Oslo, Netanyahu, Sharon
* Israel Today

## Authors

Daniel Shalom is the pseudonym for a Jewish man living in the United States.
Joanna Kristall works for Yeshiva University.

## Related Wikibooks

* Judaism
* Hebrew
* Cookbook:Cuisine of Israel

## External links

* History of Israel, from 1850-present (pro-Zionist perspective)
* Palestinian-Israeli Conflict For Beginners (anti-Zionist perspective)
* History of Israel at the Jewish Virtual Library
# K3D JavaScript Canvas Library/Tutorial
## CanvasK3D tutorial

K3D objects have user definable properties describing the object's relative position from the origin and allowing simple animations that increment one or more of the object's angles or position vector elements over time. There are also properties describing how the object should be rendered by the engine. Playing with these properties is a good way of getting used to how they control the rendering of the object.

### Example 1: Minimum simple page set-up and Hello World example K3D object

This example show how to set-up a simple HTML5 page with the minimum required to initialise a simple cube as a K3D object on a canvas:

#### How does it work?

The file sets up a basic HTML5 page structure with a single canvas element that K3D will used for rendering output. The K3D JavaScript libraries are imported. The inline JavaScript then gets the canvas DOM element to pass to K3D. A K3D.Controller object is created which is responsible for managing multiple K3D objects and rendering them onto the supplied canvas element. A simple 3D cube is then defined as a K3D.K3DObject, wireframe rendering mode is used. Various public properties are set to initialize the color, scaling (size) and animation properties. Finally the K3D object is added to the controller and the animation is started.

### Example 2: Simple page set-up and bouncing light-sourced cube

This example builds on Example 1 and this time shows how to display the cube using the light-sourced rendering mode and use the built in simple animation to bounce the cube around a virtual bounding box:

#### How does it work?

As above in example 1, however this time drawmode = "solid" and shademode = "lightsource" are used to display the cube as solid polygons with default light-sourcing. In addition a virtual bouncing box is defined for the object, in which K3D uses to provide a simple animation of the cube bouncing around.

### Example 3: Simple page set-up and texture mapped cube

This example builds on Example 2 and this time shows how to apply a texture to each side of the cube:

#### How does it work?

As above in example 2, however this time a texture image is loaded using the Preloader helper class. Once the image is loaded it is applied on each face of the cube object. K3D then texture maps the cube when rendered.

### More advanced examples

Please study the files k3d_test.html along with scripts/k3ddemos.js and ultralight.html along with scripts/ultralight.js. Changing some of the parameters in the .js files and observing the results might be most useful. Using a JavaScript debugger (e.g. Firebug for Firefox, WebKit Inspector) may be useful once you have covered the basics of the library and how it works.
← Introduction · Source files →
# K-12 School Computer Networking/Methodology
## Methodology

This section is intended for the students enrolled in the Managing Educational Technology Resources. The list below are the expectations required of each student in terms of writing this book.
* Each student should write approximately 2000 words for their assigned section. Students may combine into teams, but the total still needs to be a multiple of 2000 per student. A section will in most cases be a single topic, but it may be several shorter topics. Please send the instructor a copy of your content via email.
* Each 2000 word section should include at least one image or diagram. As with all content, all materials must comply with Wiki Books standards.
* Each 2000 word section should have the below listed types of references. In all cases, the student should pick references that are relevant, authoritative, and will be likely found by readers months and years later.
** Two traditional references
** Two references to non-traditional sources, such as to Wikipedia.
** Two links to external sources of relevant help, such as a resource web site or blog.
While knowledge of wiki editing is not a stated objective of the assignments, it is a valuable skill to know and will enhance the presentation of the content.
# KS3 Computing/Algorithms

Computational Thinking is a very powerful problem solving method. As a practice, Computational Thinking is widely considered an artistic approach. It combines the thought processes of de-composition, abstraction, pattern recognition and pattern generalisation. Creative engagement in these processes will promote the generation of the innovative ideas necessary for designing algorithms. Just like most other creative practices, programming involves plans, materials and tools:
The aim of this section is to show how the data (the raw material) can be manipulated by the control structures (the tools) to create solutions in form of algorithms.
# K-12 School Computer Networking/Introduction
## Introduction

Welcome to the K-12 School Computer Network wiki book!

### Who is this book for?

This book is specifically targeted for the average K-12 school technical coordinator. The book is also useful for any educator interested in understanding the technology that envelops the school environment. Just as you do not need to be an auto mechanic to drive a car, it does help to understand the basics of its operation.

### Where does this come from?

This book is the effort of a multiple sessions of a course taught at Teachers College, Columbia University titled "Managing Educational Technology Resources". The authors are graduate students at Teachers Colleges and this book is an integral part of their course work.
Many of the students are either practicing technical coordinators in K-12 schools or are training with that goal in mind. This book is intended as a resource for K-12 technical coordinators in the field. Please leave comments and post ideas for new sections -- and of course, add content of your own. The course at Teachers College is password protected, but you can leave comments that you don't feel belong here in the instructor's technology blog: Technology on a Shoestring.

### Why this book?

As an instructor with more than twenty years of experience, one of the clearest lessons I've learned is that the closer an assignment comes to meeting a real situation, the better the resulting learning. It's one thing to ask a student to write as if the instructor was a member of the public or to have another student fill that role; it's entirely different when there really is a public – you are that public.
As for why Wiki Books, the answer is that this may be the best possible location to expose this information to the largest number of people.

### When will it be done?

The first edition will start in June and complete at the end of July. This will certainly not complete the book, but it should provide enough information as to make it useful. Generally, the course on Managing Educational Technology Resources is taught every other semester and during the summer. The first classes will focus on the basic writing with following classes adding extra materials and multimedia content.

### What does it cover?

Yes, there are books here on Wiki Books that cover ICT in education and various aspects of instructional technology. While valuable, they do not address the issues school technical coordinators have in putting all these elements together. Perhaps there is the assumption that technical coordinators are essentially the equivalent of a corporate network administrator. Yes, the firewalls and Ethernet cabling may be the same, but the meager school budgets and the unique environment of the school make the application of networking technology radically different from that experienced by the average corporate network administrator.