OpenLLM-France/wikimedia huggingface dataset:
# Handbook of Management Scales/Balanced processing
## Balanced processing (alpha = 0.81)
### Description

Scales were developed and validated for four dimensions of authentic leadership: self-awareness, relational transparency, internalized moral perspective, balanced processing.

### Definition

The authors define authentic leadership as "a pattern of leader behavior that draws upon and promotes both positive psychological capacities and a positive ethical climate, to foster greater self-awareness, an internalized moral perspective, balanced processing of information, and relational transparency on the part of leaders working with followers, fostering positive self-development".
Balanced processing refers to "leaders who show that they objectively analyze all relevant data before coming to a decision".

### Items

* Solicits views that challenge his or her deeply held positions.
* Listens carefully to different points of view before coming to conclusions.
The authors reported two sample items of this scale only.

### Source

* Walumbwa et al. (2008): Authentic Leadership: Development and Validation of a Theory-Based Measure? Journal of Management, Vol. 34, No. 1, pp. 89–126

### Related Scales

* Self-awareness
* Relational transparency
* Internalized moral perspective
# General Mechanics/Index Notation
## Summation convention

If we label the axes as 1,2, and 3 we can write the dot product as a sum
    $\mathbf {u} \cdot \mathbf {v} =\sum _{i=1}^{3}u_{i}v_{i}$
If we number the elements of a matrix similarly,
    $\mathbf {A} ={\begin{pmatrix}A_{11}&A_{12}&A_{13}\\A_{21}&A_{22}&A_{23}\\A_{31}&A_{32}&A_{33}\end{pmatrix}}\quad \mathbf {B} ={\begin{pmatrix}B_{11}&B_{12}&B_{13}\\B_{21}&B_{22}&B_{23}\\B_{31}&B_{32}&B_{33}\end{pmatrix}}$
we can write similar expressions for matrix multiplications
    $(\mathbf {A} \mathbf {u} )_{i}=\sum _{j=1}^{3}A_{ij}u_{j}\quad (\mathbf {A} \mathbf {B} )_{ik}=\sum _{j=1}^{3}A_{ij}B_{jk}$
Notice that in each case we are summing over the repeated index. Since this is so common, it is now conventional to omit the summation sign.
Instead we simply write
    $\mathbf {u} \cdot \mathbf {v} =u_{i}v_{i}\quad (\mathbf {A} \mathbf {u} )_{i}=A_{ij}u_{j}\quad (\mathbf {A} \mathbf {B} )_{ik}=A_{ij}B_{jk}$
We can then also number the unit vectors, ê$_i$, and write
    $\mathbf {u} =u_{i}{\hat {\mathbf {e} }}_{i}$
which can be convenient in a rotating coordinate system.

## Kronecker delta

The Kronecker delta is
    $\delta _{ij}=\left\{{\begin{matrix}1&i=j\\0&i\neq j\end{matrix}}\right.$
This is the standard way of writing the identity matrix.

## Levi-Civita (Alternating) symbol

Another useful quantity can be defined by
    $\epsilon _{ijk}=\left\{{\begin{matrix}1&(i,j,k)=(1,2,3){\mbox{ or }}(2,3,1){\mbox{ or }}(3,1,2)\\-1&(i,j,k)=(2,1,3){\mbox{ or }}(3,2,1){\mbox{ or }}(1,3,2)\\0&{\mbox{ otherwise }}\end{matrix}}\right.$
With this definition it turns out that
    $\mathbf {u} \times \mathbf {v} =\epsilon _{ijk}{\hat {\mathbf {e} }}_{i}u_{j}v_{k}$
and
    $\epsilon _{ijk}\epsilon _{ipq}=\delta _{jp}\delta _{kq}-\delta _{jq}\delta _{kp}\,$
This will let us write many formulae more compactly.
# General Mechanics/Mach's Principle

Mach's principle is the name given by Einstein to a vague hypothesis first supported by the physicist and philosopher Ernst Mach.
# General Mechanics/Many Particles

The uneven dumbbell consisted of just two particles. These results can be extended to cover systems of many particles, and continuous media.
Suppose we have N particles, masses m$_1$ to m$_N$, with total mass M. Then the centre of mass is
    $\mathbf {R} ={\frac {\sum _{n}m_{n}\mathbf {r} _{n}}{M}}$
Note that the summation convention only applies to numbers indexing axes, not to n which indexes particles.
We again define
    $\mathbf {r} _{n}^{*}=\mathbf {r} _{n}-\mathbf {R}$
The kinetic energy splits into
    $T={\frac {1}{2}}MV^{2}+{\frac {1}{2}}\sum _{n}m_{n}{v_{n}^{*}}^{2}$
and the angular momentum into
    $\mathbf {L} =M\mathbf {R} \times \mathbf {V} +\sum _{n}m_{n}\mathbf {r} _{n}^{*}\times \mathbf {v} _{n}^{*}$
It is not useful to go onto moments of inertia unless the system is approximately rigid but this is still a useful split, letting us separate the overall motion of the system from the internal motions of its part.
# General Mechanics/Motion in Two and Three Dimensions
## Motion in 2 and 3 Directions

Previously, we discussed Newtonian dynamics in one dimension. Now that we are familiar with both vectors and partial differentiation, we can extend that discussion to two or three dimensions.
Work becomes a dot product
    $W=\mathbf {F} \cdot \Delta x$
and likewise power
    $P=\mathbf {F} \cdot \mathbf {v}$
If the force is at right angles to the direction of motion, no work will be done.
In one dimension, we said a force was conservative if it was a function of position alone, or equivalently, the negative slope of a potential energy.
The second definition extends to
    $\mathbf {F} =-\nabla V$
In two or more dimensions, these are not equivalent statements. To see this, consider
    $D_{y}\mathbf {F} _{x}-D_{x}\mathbf {F} _{y}=V_{xy}-V_{yx}$
Since it doesn't matter which order derivatives are taken in, the left hand side of this equation must be zero for any force which can be written as a gradient, but for an arbitrary force, depending only on position, such as F=(y, -x, 0), the left hand side isn't zero.
Conservative forces are useful because the total work done by them depends only on the difference in potential energy at the endpoints, not on the path taken, from which the conservation of energy immediately follows.
If this is the case, the work done by an infinitesimal displacement dx must be
    $W=V(\mathbf {x} )-V(\mathbf {x} +d\mathbf {x} )=-(\nabla V)\cdot d\mathbf {x}$
Comparing this with the first equation above, we see that if we have a potential energy then we must have
    $\mathbf {F} =-\nabla V$
Any such F is a conservative force.

## Circular Motion

An important example of motion in two dimensions is circular motion.
Consider a mass, m, moving in a circle, radius r.
The angular velocity, ω is the rate of change of angle with time. In time Δt the mass moves through an angle Δθ= ωΔt. The distance the mass moves is then r sin Δθ, but this is approximately rΔθ for small angles.
Thus, the distance moved in a small time Δt is rωΔt, and divided by Δt gives us the speed, v.
    $v=\omega r\,$
This is the speed not the velocity because it is not a vector. The velocity is a vector, with magnitude ωr which points tangentially to the circle.
The magnitude of the velocity is constant but its direction changes so the mass is being accelerated.
By a similar argument to that above it can be shown that the magnitude of the acceleration is
    $a=\omega v\,$
and that it is pointed inwards, along the radius vector. This is called centripetal acceleration.
By eliminating v or ω from these two equations we can write
    $\mathbf {a} =-\omega ^{2}\mathbf {r} =-{\frac {v^{2}}{r}}\mathbf {\hat {r}}$
# General Mechanics/Partial Derivatives

We will now take a break from physics, and discuss the topics of partial derivatives. Further information about this topic can be found at the Partial Differential Section in the Calculus book.

## Partial Derivatives

In one dimension, the slope of a function, f(x), is described by a single number, df/dx.
In higher dimensions, the slope depends on the direction. For example, if f=x+2y, moving one unit x-ward increases f by 1 so the slope in the x direction is 1, but moving one unit y-ward increases f by 2 so the slope in the y direction is 2.
It turns out that we can describe the slope in n dimensions with just n numbers, the partial derivatives of f.
To calculate them, we differentiate with respect to one coordinate, while holding all the others constant. They are written using a ∂ rather than d. E.g.
    $f(x+dx,y,z)=f(x,y,z)+{\frac {\partial f}{\partial x}}dx\quad (1)$
Notice this is almost the same as the definition of the ordinary derivative.
If we move a small distance in each direction, we can combine three equations like 1 to get
    $df={\frac {\partial f}{\partial x}}dx+{\frac {\partial f}{\partial y}}dy+{\frac {\partial f}{\partial z}}dz$
The change in f after a small displacement is the dot product of the displacement and a special vector
    $\left({\frac {\partial f}{\partial x}},{\frac {\partial f}{\partial y}},{\frac {\partial f}{\partial z}}\right)\cdot \left(dx,dy,dz\right)=\operatorname {grad} f=\nabla f$
This vector is called the gradient of f. It points up the direction of steepest slope. We will be using this vector quite frequently.

### Partial Derivatives #2

Another way to approach differentiation of multiple-variable functions can be found in Feynman Lectures on Physics vol. 2. It's like this:
The differentiation operator is defined like this: $df=f(x+\Delta x,y+\Delta y,z+\Delta z)-f(x,y,z)\,\!$ in the limit of $\Delta x,\Delta y,\Delta z\to 0$. Adding & subtracting some terms, we get
$df=(f(x+\Delta x,y+\Delta y,z+\Delta z)-f(x,y+\Delta y,z+\Delta z))+(f(x,y+\Delta y,z+\Delta z)-f(x,y,z+\Delta z))+(f(x,y,z+\Delta z)-f(x,y,z))\,\!$
and this can also be written as
    $df={\frac {\partial f}{\partial x}}dx+{\frac {\partial f}{\partial y}}dy+{\frac {\partial f}{\partial z}}dz$

### Alternate Notations

For simplicity, we will often use various standard abbreviations, so we can write most of the formulae on one line. This can make it easier to see the important details.
We can abbreviate partial differentials with a subscript, e.g.,
    $D_{x}h(x,y)={\frac {\partial h}{\partial x}}\quad D_{x}D_{y}h=D_{y}D_{x}h$
or
    $\partial _{x}h={\frac {\partial h}{\partial x}}$
Mostly, to make the formulae even more compact, we will put the subscript on the function itself.
    $D_{x}h=h_{x}\quad h_{xy}=h_{yx}$

## More Info

Refer to the Partial Differential Section in the Calculus book for more information.
# HSK Guide/HSK 5 Vocab/A G

* A
* B
* C
* D
* E
* F
* G
# HSK Guide/HSK 5 Vocab

Vocabulary of HSK 5 Guide:
* A-G
* H-M
* N-T
* W-Z
# HSK Guide/HSK 5 Vocab/A G/A

| 哎 āi | hey!; (interjection used to attract attention or to express surprise or disapprobation); |
| 唉 āi | (interjection to express agreement or recognition); to sigh |
| 爱护 ài hù | to take care of; to treasure; to cherish; to love and protect |
| 爱惜 ài xī | to cherish; to treasure; to use sparingly |
| 爱心 ài xīn | compassion; CL:片[pian4] |
| 安慰 ān wèi | to comfort; to console; CL:个 |
| 安装 ān zhuāng | to install; to erect; to fix; to mount; installation |
| 岸 àn | shore; bank; beach; coast; CL:個|个[ge4] |
| 暗 àn | dark; gloomy; hidden; secret; muddled; obscure; in the dark |
| 熬夜 áo yè | to stay up late or all night; |
# HSK Guide/HSK 4 Vocab

* A-G
* H-M
* N-T
* W-Z
# HSK Guide/HSK 5 Vocab/A-G

* A
* B
* C
* D
* E
* F
* G
# Dictionary of Pencak Silat and other Malaysia-Indonesian Traditional Martial Arts/L

Lanka, is a traditionnel suit of movements of basic silat art and is like a kind of dictionnary in country with orla tradition. It serves the student memorizing postures, movements, logical suits in movements.
# Dictionary of Pencak Silat and other Malaysia-Indonesian Traditional Martial Arts/C
## Cingkrik

Cingkrik n (Betawi)
A style of silat from Jakarta. The legend said the system came from Rawabelong, created by Ki Maing. One of the characteristic of the system is a movement called jejingkrikan where the practitioner hope in one leg.
# Differentiable Manifolds

A very, very broad class of problems in modern mathematics can be phrased as: if we know local information about an object, what global statements can we make about it? For example, the study of differential equations aims to answer if we know how a function behaves locally (since that is exactly what the derivative tells us), can we find what the function is exactly? Or more generally what properties of the solution can be found by considering the differential equation itself? In a similar vein, one can think about the study of differentiable manifolds. In this case, we are given a topological space and we know exactly what this space looks like on small patches and we even know how these patches stitch together. Then, broadly speaking, the general motivating question is what global statements can we make about our space.

## Table of Contents

* The definition of differentiable manifolds
* Functions on differentiable manifolds
* Functions of differentiable manifolds
* Maximal atlases
* Vector bundles
* The tangent and cotangent spaces
* Tensor fields
* Lie groups
* Differential forms
* Vector fields along curves
* De Rham cohomology
* The Mayer–Vietoris sequence of De Rham cohomology
* Orientation
* Integration of forms
# Dictionary of Laboratory Terms/pH

pH is a scale used to describe how acidic or basic a substance is.
# Dictionary of National Biography/Article Layout

Each article starts on a new line and is separated from the previous article by a small space. This is in keeping with the overarching requiremnt to minimize the number of pages per volume.

## Article title

Each article starts with the surname of the subject on bold characters, followed by the rest of the name, not in bold, followed by the subject's vital dates. The construction of this "article title" is complex. Various titles of nobility and honor are included, and place names (both English and French) also occur.
The article name is followed by the subject's vital dates, in parentheses. Vital dates are usually the year of birth and the year of death (e.g., 1066-1099). Often the year if birth is unknown, and the vital dates are then of the form (d. 1066). Rarely, only the birth date in know, and the vital dates are shown as (b. 1066).
# Dictionary of Pencak Silat and other Malaysia-Indonesian Traditional Martial Arts/G

* Gelek v (Minang) to evade attack by twisting the body.
* Gelek Tangguang v (Minang) turn a little bit to evade attack.
* Gelek Abih v (Minang) turn the body a half-around to evade attack.
* Guru n (Indonesian/Malay) Teacher
# Dictionary of National Biography/Volume Layout

Prior to 1885, the publishers of the DNB created a set of approximately 28,000 named individuals whose biographies were to be included in the DNB. These were alphabetized and divided into 63 sets. The editors then produced a volume for each set, in alphabetical order. They produced volumes at three-month intervals, starting at the beginning of 1885 and ending in 1900.
Each article was written by an individual contributor. With the exception if a few "anonymous" articles, each article terminates with the initials of the contributor.
Each volume starts with a list of contributors. The list gives the contributor's name and the initials That are used to attribute an article to that contributor. Each volume then continues with the actual biographical articles. Each volume concludes with a volume table of contents.
# Dictionary of Pencak Silat and other Malaysia-Indonesian Traditional Martial Arts/B

Betawi n (Indonesia) An ethnic group inhabit Jakarta.
There are two opinion how this ethnic group came. The first one conclude Betawi came from a mix between Dutch's slaves from different ethnics while another one believed there had been a group of Melayu living in Jakarta, separated from Sundanese, and they assimilated the other ethnics to their group. The first opinion was popularized by Lance Castle while the latter held by Ridwan Saidi.
Their culture is rich by influenced of other ethnics lived in Jakarta in colonial era, notably Chinese, Arab, India, Portuguese, Dutch, Java and Sunda. Their silat systems also influenced by the fighting systems of those ethnics.
# FOSS Education/Preface

Free/Open Source Software (FOSS) is a recent phenomenon that has the potential to revolutionize the software industry. It has already gained a strong foothold in the server software segment, with a leading market share worldwide in some software categories. It is also gaining ground in desktop applications and it has been predicted that its use on the desktop will become significant in the near future.
Interest in FOSS is growing globally, particularly in developing countries. Governments are considering policies to promote its use, businesses are recognizing its potential and various other sectors are giving increasing attention to the opportunity for localization that it presents.
The impact of FOSS will be felt in many areas. In this primer we focus on FOSS in education and the role it can play in schools, colleges and universities.
Information and communication technologies (ICTs) have the potential to improve the quality of education. However, educational institutions are often faced with financial constraints. Competing demands for resources and the high costs of ICTs can be a major obstacle to providing ICT facilities in educational institutions. FOSS has the potential to help lower the cost barrier by reducing the cost of software, which is an important component of ICT facilities. Besides the cost benefits, there are numerous other advantages in using FOSS in education, including pedagogical benefits.
This primer is intended to help policy-makers and decision-makers understand the potential use of FOSS in education if where and how it can be used, why it should be used, and what issues are involved. In particular, officials in ministries of education, school and university administrators, academic staff and researchers should find this primer useful.
This primer is part of a series of primers on Free/Open Source Software brought to you by the International Open Source Network (IOSN), an initiative of the UNDP's Asia-Pacific Development Information Programme APDIP). We would like to thank all those who have been involved in the creation of this primer. We would also like to thank the International Development Research Centre (IDRC) of Canada for their generous financial support without which this primer would not have been written.
Tan Wooi Tang
Kuala Lumpur
2004
# FOSS Education/Further Readings

* Moody, G., Rebel Code-Linux and the Open Source Revolution, Penguin Books, 2002.
* St. Onge, P. D., "Linux in Education: Two Years Later", August 2002; available at freshmeat.net/articles/view/533/.
* Kegel, D., "The Case for Linux in Universities", Oct 2002; available at www.kegel.com/linux/edu/case.html.
* Kegel, D., "The Undergrad CS Programme, Linux, and Open Source", Mar 2003; available from www.kegel.com/linux/edu/curriculum.html.
* Howland, J. E., "Software Freedom, Open Software and the Undergraduate Computer Science Curriculum", Department of Computer Science, Trinity University, April 2000; available at www.cs.trinity.edu/~jhowland/ccsc2000/ccsc2000/ccsc2000.html.
* Massey, B., "Open Source Software Development in the Unix Environment", course in Portland State University; available at www.cs.pdx.edu/course.php?cid=110.
* Cesarini, P. A., "Monocultural Alternative: The OpenCD", Fall 2003, Computers and Composition Online; available at www.bgsu.edu/cconline/reviews/cesarini_review.htm.
* Hart, T. D., "Open Source in Education", May 2003, University of Maine; available at portfolio.umaine.edu/~hartt/OSinEducation.pdf.
* Lineweaver, R.,"Cost savings of open source software in the server room-An informal case study in K-12 education", 2002; available at staff.harrisonburg.k12.va.us/~rlineweaver.
* Carmichael, P. and Honour, L.,"Open Source as Appropriate Technology for Global Education", School of Education, University of Reading, UK; available at www.ellak.gr/pub/osdocs/education/carmichael.pdfe=7413.
* Robbins, J. E., "Adopting OSS Methods by Adopting OSS Tools", CollabNet, Inc.; available at opensource.ucc.ie/icse2002/Robbins.pdf.
* González-Barahona, J. M. and Robles, G., "Free Software Engineering: A Field to Explore", UPGRADE - European Journal for the Informatics Professional, Vol.IV,No. 4,August 2003;available at www.upgradecepis.org/issues/2003/4/up4-4Gonzalez.pdf.
* Gilbert, S.W.and Long,P., "Open Knowledge and Open CourseWare Initiatives: An Interview with MIT's Phil Long", The Technology Source, March/April 2002; available at ts.mivu.org/default.asp?show=articleid=979.
* Siemens, G., "Free and Open Source Movements: Part 1 - History and Philosophies", March 2003; available at www.xplana.com/whitepapers/archives/open_source_part1.
* Siemens, G.,"Open Source Content in Education: Part 2 - Developing, sharing, expanding resources", March 2003; available at www.xplana.com/whitepapers/archives/open_source_part2.
* Bretthauer,D., "Open Source Software: A History, Information Technology and Libraries", Vol. 21,No. 1; available at www.lita.org/Content/NavigationMenu/LITA/LITA_Publications4/ITAL__Information_Technology_and_Libraries/2101_Bretthauer.htm.
* Lakhani, K. R. and Wolf, R. G., "Why Hackers Do What They Do: Understanding Motivation Effort in Free/Open Source Software Projects", MIT Sloan School of Management, September 2003; available at freesoftware.mit.edu/papers/lakhaniwolf.pdf
# Financial Math FM/Glossary
## Notation and terminology

See here for notation and terminology used on the FM exam.

## Glossary and index of terms

Accumulation function Accumulation of discount American option Amortization Annuity-due Annuity-immediate Arbitrage Arithmetic increasing/decreasing payment annuity Ask price At-the-money Bermudan option Bid price Bid-ask spread Book value Call option Callable Cash-flow matching Collars (including zero-cost collars) Compound interest Convertible bond Convertible m-thly Convexity Cost of carry Coupon Coupon rate Covered call Credit risk Current value Deferred swap Derivative Discount factor Discount rate (rate of discount) Diversifiable risk Dividends Dollar-weighted rate of return Duration (Macaulay modified and effective) Effective rate Equation of value European option Expiration Expiration date Face value Final payment Force of interest Forward contract Forward rate Fully leveraged purchase Future value Futures contract Geometric increasing/decreasing payment annuity Hedging Immunization Implied repo rate In-the-money Inflation and real rate of interest Interest Interest rate (rate of interest) Interest rate swap Lease rate Level payment annuity Long position Maintenance margin Mandatorily convertible bond Margin Margin call Marking-to-market Naked writing Net profit/payoff Nominal rate Nondiversifiable risk Notional Amount Out-of-the-money Outright purchase Outstanding balance Over-the-counter market Par Value Payable continuously Payable m-thly Paylater strategy Perpetuity Portfolio and investment year allocation methods Prepaid forward contract Prepaid swap Present value/net present value Price Principal Put option Put-call parity Redemption value Redington immunization Short position Short selling Simple commodity swap Simple interest Sinking fund Spot price Spot rate Spreads Stock index Stock price Straddles (including strangles written straddles and butterfly spreads) Strike price/Exercise price Swap Swap spread Swap term Synthetic forwards Term of annuity Term of bond Term of loan Time-weighted rate of return Underlying asset Yield curve Yield rate Yield rate balloon payment bear box bull drop payment full immunization future value non-callable present value rate of return ratio spreads stock dividend