text:
Annotated Laws Relating to Conrail

Conrail (officially the Consolidated Rail Corporation) was a major railroad in the Northeast U.S. from 1976 to 1999. It was set up by the Federal Government to take over the bankrupt railroads in the Northeast, and eventually became profitable and was split between two competing systems (CSX Transportation and the Norfolk Southern Railway).

Regional Rail Reorganization Act of 1973
Public Law 93-236 signed January 2, 1974

Northeast Rail Service Act of 1981
Pub. L. 97-35, 95 Stat. 644, Aug. 13, 1981.

CHAPTER 20 - NORTHEAST RAIL SERVICE

Sec. 1101.      Congressional findings and declarations. 1102.      Statement of purpose. 1103.      Goals and objectives. 1104.      Definitions. 1105.      Judicial review. (a) Special court; exclusive jurisdiction for civil actions. (b) Appeal. (c) Scope of review of administrative actions. 1106.      Exemption from transfer taxes and fees; recordation. 1107.      Repealed. 1108.      Concerted economic action. (a) Strikes interfering with rail freight service of Conrail. (b) Strikes interfering with Amtrak Commuter's rail passenger service. (c) Railway Labor Act deemed violated. 1109.      Effectuation of cost reductions. 1110, 1111. Repealed. 1112.      Interstate Commerce Commission proceedings. (a) Final decisions involving railroads in                        bankruptcy. (b) Final decisions involving profitable railroads. (c) Interest of United States attaching in                        bankruptcy, liquidation, abandonment, etc. 1113.      Intercity passenger service. (a) Responsibility of Conrail to provide crews terminated; negotiations for employee transfers. (b) Eligibility of employees for employee protection benefits. 1114.      Repealed. 1115.      Redemption of stock. 1116.      Applicability of other laws.

Sec. 1101. Congressional findings and declarations

The Congress finds and declares that - (1) the processes set in motion by the Regional Rail Reorganization Act of 1973 [45 U.S.C. 701 et seq.] have failed to     create a self-sustaining railroad system in the Northeast region of the United States and have cost United States taxpayers many billions of dollars over original estimates; (2) current arrangements for the provision of rail freight and commuter service in the Northeast and Midwest regions of the United States are inadequate to meet the transportation needs of     the public and the needs of national security; (3) although the Federal Government has provided billions of     dollars in assistance for Conrail and its employees, the Federal interest in ensuring the flow of interstate commerce through rail service in the private sector has not been achieved, and the protection of interstate commerce requires Federal intervention to preserve essential rail service in the private sector; (4) the provisions for protection of employees of bankrupt railroads contained in the Regional Rail Reorganization Act of     1973 [45 U.S.C. 701 et seq.] have resulted in the payment of      benefits far in excess of levels anticipated at the time of      enactment, have imposed an excessive fiscal burden on the Federal taxpayer, and are now an obstacle to the establishment of     improved rail service and continued rail employment in the Northeast region of the United States; and (5) since holding Conrail liable for employee protection payments would destroy its prospects of becoming a profitable carrier and further injure its employees, an alternative employee protection system must be developed and funded.

Sec. 1102. Statement of purpose

It is therefore declared to be the purpose of the Congress in   this subtitle to provide for - (1) the removal by a date certain of the Federal Government's     obligation to subsidize the freight operations of Conrail; (2) transfer of Conrail commuter service responsibilities to     one or more entities whose principal purpose is the provision of      commuter service; and (3) an orderly return of Conrail freight service to the private sector.

Sec. 1103. Goals and objectives

It is the goal of this subtitle to provide Conrail the opportunity to become profitable through the achievement of the following objectives: (1) Nonagreement personnel (A) Employees who are not subject to collective bargaining agreements (hereafter in this section referred to as     "nonagreement personnel") should forego wage increases and benefits in an amount proportionately equivalent to the amount foregone by agreement employees pursuant to paragraph (4) of this section, adjusted annually to reflect inflation. (B) After May 1, 1981, the number of nonagreement personnel should be reduced proportionately to any reduction in agreement employees (excluding reductions pursuant to the termination     program under section 797a of this title). (2) Suppliers To facilitate the orderly movement of goods in interstate commerce, materials and services should continue to be available to Conrail, under normal business practices, including the provision of credit and normal financing arrangements. (3) Shippers Conrail should utilize the revenue opportunities available to     it under the Staggers Rail Act of 1980 and subtitle IV of title 49.     (4) Agreement employees (A) Conrail should enter into collective bargaining agreements with its employees which would reduce Conrail's costs in an     amount equal to $200,000,000 a year, beginning April 1, 1981, adjusted annually to reflect inflation. (B) Agreements under this subparagraph may provide for reductions in wage increases and for changes in fringe benefits common to agreement employees, including vacations and holidays. (C) The cost reductions required under this subparagraph in the first year of the agreement may be deferred, but the aggregate cost reductions should be no less than an average of $200,000,000 per year for each of the first three one-year periods beginning April 1, 1981. (D) The amount of cost reductions provided under this paragraph shall be calculated by subtracting the cost of an agreement entered into under this paragraph from (i) the cost that would otherwise result from the application of the national agreement reached by railroad industry and its employees, or (ii) until such national agreement is reached, the cost which the United States Railway Association estimates would result from the application of such a national agreement.

Sec. 1104. Definitions

As used in this subtitle, unless the context otherwise requires, the term: (1) "Amtrak" means the National Railroad Passenger Corporation created under chapter 243 of title 49. (2) "Commission" means the Interstate Commerce Commission. (3) "Commuter authority" means any State, local, or regional authority, corporation, or other entity established for purposes of providing commuter service, and includes the Metropolitan Transportation Authority, the Connecticut Department of     Transportation, the Maryland Department of Transportation, the Southeastern Pennsylvania Transportation Authority, the New Jersey Transit Corporation, the Massachusetts Bay Transportation Authority, the Port Authority Trans-Hudson Corporation, any successor agencies, and any entity created by one or more such agencies for the purpose of operating, or contracting for the operation of, commuter service. (4) "Commuter service" means short-haul rail passenger service operated in metropolitan and suburban areas, whether within or     across the geographical boundaries of a State, usually characterized by reduced fare, multiple-ride, and commutation tickets, and by morning and evening peak period operations. (5) "Conrail" means the Consolidated Rail Corporation created under title III of the Regional Rail Reorganization Act of 1973 (45 U.S.C. 741 et seq.). (6) "Rail carrier" means a common carrier engaged in interstate or foreign commerce by rail subject to subtitle IV of title 49. (7) "Secretary" means the Secretary of Transportation. (8) "Special court" means the judicial panel established under section 209(b)(1) of the Regional Rail Reorganization Act of 1973 (45 U.S.C. 719(b)(1)) or, with respect to any proceedings that arise or continue after the panel is abolished pursuant to     section 209(b)(2) of such Act [45 U.S.C. 719(b)(2)], the United States District Court for the District of Columbia.

Sec. 1105. Judicial review

(a) Special court; exclusive jurisdiction for civil actions Notwithstanding any other provision of law, the special court shall have original and exclusive jurisdiction over any civil action - (1) for injunctive, declaratory, or other relief relating to     the enforcement, operation, execution, or interpretation of any provision of or amendment made by this subtitle or part 2 of the Conrail Privatization Act [45 U.S.C. 1311 et seq.], or     administrative action taken thereunder to the extent such action is subject to judicial review; (2) challenging the constitutionality of any provision of or     amendment made by this subtitle or part 2 of the Conrail Privatization Act [45 U.S.C. 1311 et seq.]; (3) to obtain, inspect, copy, or review any document in the possession or control of the Secretary, Conrail, the United States Railway Association, or Amtrak that would be discoverable in litigation under any provision of or amendment made by this subtitle or part 2 of the Conrail Privatization Act [45 U.S.C.     1311 et seq.]; or        (4) seeking judgment upon any claim against the United States founded upon the Constitution and resulting from the operation of     any provision of or amendment made by this subtitle or part 2 of      the Conrail Privatization Act [45 U.S.C. 1311 et seq.]. (b) Appeal An order or judgment of the United States District Court for the District of Columbia in any action referred to in this section shall be reviewable in accordance with sections 1291, 1292, and 1294 of title 28. (c) Scope of review of administrative actions Administrative action under the provisions of or amendments made by this subtitle or part 2 of the Conrail Privatization Act [45 U.S.C. 1311 et seq.] which is subject to review shall be upheld unless such action is found to be unlawful under standards established for review of informal agency action under paragraphs (2)(A), (B), (C), and (D) of section 706 of title 5. The requirements of this subtitle or part 2 of the Conrail Privatization Act [45 U.S.C. 1311 et seq.], as the case may be, shall constitute the exclusive procedures required by law for such administrative action.

Sec. 1106. Exemption from transfer taxes and fees; recordation

(a)(1) All transfers or conveyances of any interest in rail property (whether real, personal, or mixed) which are made under any provision of or amendment made by this subtitle shall be exempt from any taxes, imposts, or levies now or hereby imposed, by the United States or by any State or any political subdivision of a   State, on or in connection with such transfers or conveyances or on    the recording of deeds, bills of sale, liens, encumbrances, easements, or other instruments evidencing, effectuating, or   incident to any such transfers or conveyances, whether imposed on    the transferor or on the transferee. Such transferors and transferees shall be entitled to record any such deeds, bills of   sale, liens, encumberances,(!1) easements, or other instruments, and to record the release or removal of any preexisting liens or   encumbrances of record with respect to properties so transferred or    conveyed, upon payment of any appropriate and generally applicable charges to compensate for the cost of the service performed. (2) This section shall not apply to Federal income tax laws. (b) Transfer of designated real property (including any interest   in real property) authorized by the amendments made by part 2 of    this subtitle shall have the same effect for purposes of rights and priorities with respect to such property as recordation on the transfer date of appropriate deeds, or other appropriate instruments, in offices appointed under State law for such recordation, except that acquiring rail carriers and other entities shall proffer such deeds or other instruments for recordation within 36 months after the transfer date as a condition of   preserving such rights and priorities beyond the expiration of that period. Conrail shall cooperate in effecting the timely preparation, execution, and proffering for recordation of such deeds and other instruments.

Sec. 1107. Repealed. Pub. L. 99-509, title IV, Sec. 4033(c)(1)(C)(i)(I), Oct. 21, 1986, 100 Stat. 1908

Sec. 1108. Concerted economic action

(a) Strikes interfering with rail freight service of Conrail Any person engaging in concerted economic action over disputes with Amtrak Commuter or any commuter authority shall not be   entitled to engage in any strike against, or otherwise to induce any employee of, Conrail, where an effect thereof is to interfere with rail freight service provided by Conrail. (b) Strikes interfering with Amtrak Commuter's rail passenger service Any person engaging in concerted economic action over disputes arising out of freight operations provided by Conrail shall not be   entitled to engage in any strike against, or otherwise to induce any employee of, Amtrak Commuter or any commuter authority, where an effect thereof is to interfere with rail passenger service. (c) Railway Labor Act deemed violated Any concerted action in violation of this section shall be deemed to be a violation of the Railway Labor Act [45 U.S.C. 151 et seq.].

Sec. 1109. Effectuation of cost reductions

Any cost reductions resulting from the provisions of or the amendments made by this subtitle shall not be used to limit the maximum level of any rate charged by Conrail for the provision of   rail service, to limit the amount of any increase in any such rate (including rates maintained jointly by Conrail and other rail   carriers), or to limit a surcharge or cancellation otherwise lawful under chapter 107 (!1) of title 49.

Sec. 1110. Repealed. Pub. L. 99-509, title IV, Sec. 4033(c)(1)(C)(i)(II), Oct. 21, 1986, 100 Stat. 1908

Sec. 1111. Repealed. Pub. L. 105-134, title IV, Sec. 408, Dec. 2, 1997, 111 Stat. 2586

Sec. 1112. Interstate Commerce Commission proceedings

(a) Final decisions involving railroads in bankruptcy Notwithstanding any other provision of subtitle IV of title 49, in any proceeding before the Commission under section 11324 or   11325 of title 49 involving a railroad in the Region, as defined in    section 702 of this title, which was in a bankruptcy proceeding under section 77 of the Bankruptcy Act on November 4, 1979, the Commission shall, with or without a hearing, issue a final decision within a period not to exceed 180 days after receipt of an   application under either such section. (b) Final decisions involving profitable railroads Notwithstanding any other provision of subtitle IV of title 49, in any proceeding before the Commission under section 11324 or   11325 of title 49 involving a profitable railroad in the Region, as    defined in section 702 of this title, which received a loan under section 721(a) of this title, the Commission shall, with or without a hearing, issue a final decision within a period not to exceed 180 days after receipt of an application under either such section. (c) Interest of United States attaching in bankruptcy, liquidation, abandonment, etc.     (1) If the Secretary determines under subsection (b) of this section that there is an agreement between a profitable railroad in   the Region (as defined in section 702 of this title) which received a loan under section 721(a) of this title and a prospective purchaser for the sale of such railroad, the Secretary shall limit the interest of the United States in any debt of such a railroad to   an interest which attaches to such debt in the event of bankruptcy or substantial sale or liquidation of the assets of the railroad. The Secretary may substitute for the evidence of such debt contingency notes payable solely from the railroad operating assets then securing such debt, including reinvestments thereof, or such other contingency notes as the Secretary deems appropriate and which conform to the terms set forth in this subsection. (2) If the interest of the United States is limited under paragraph (1), any new debt issued by such a railroad subsequent to   the issuance of the debt described in paragraph (1) may have such higher priority in the event of bankruptcy, liquidation, or   abandonment of the assets of such a railroad than the debt described in such paragraph as the Secretary and the railroad may agree. (3) In carrying out the duties under this subsection, the Secretary may (A) enter into such agreements, (B) in accordance with any such agreements, cancel or cause to be cancelled or amend or cause to be amended any notes or securities currently held by   agencies or instrumentalities of the United States, and (C) accept in exchange as substitution therefor such instruments evidencing the indebtedness owed to such agencies or instrumentalities as, in   the Secretary's judgment, will effectuate the purposes of this subsection.

Sec. 1113. Intercity passenger service

(a) Responsibility of Conrail to provide crews terminated; negotiations for employee transfers After January 1, 1983, Conrail shall be relieved of the responsibility to provide crews for intercity passenger service on   the Northeast Corridor. Amtrak, Amtrak Commuter, and Conrail, and the employees with seniority in both freight and passenger service shall commence negotiations not later than 120 days after August 13, 1981, for the right of such employees to move from one service to the other once each six-month period. Such agreement shall ensure that Conrail, Amtrak, and Amtrak Commuter have the right to   furlough one employee in the same class or craft for each employee who returns through the exercise of seniority rights. If agreement is not reached within 360 days, such matter shall be submitted to   binding arbitration. (b) Eligibility of employees for employee protection benefits Conrail employees who are deprived of employment by an assumption or discontinuance of intercity passenger service by Amtrak shall be   eligible for employee protection benefits under section 797 (!1) of    this title, notwithstanding any other provision of law, agreement, or arrangement, and notwithstanding the inability of such employees otherwise to meet the eligibility requirements of such section. Such protection shall be the exclusive protection applicable to   Conrail employees deprived of employment or adversely affected by    any such assumption or discontinuance.

Sec. 1114. Repealed. Pub. L. 99-509, title IV, Sec. 4033(c)(1)(C)(i)(III), Oct. 21, 1986, 100 Stat. 1908

Sec. 1115. Redemption of stock

For the purpose of computing the amount for which certificates of   value shall be redeemable under section 746 of this title, the series B preferred stock and the common stock conveyed to the Secretary under section 1107 (!1) of this title shall be deemed to   be without fair market value unless in a proceeding brought under section 1105(a)(4) of this title the special court shall have determined that such securities had a value and shall have entered a judgment against the United States for that value. In such an   event, the securities shall for purposes of section 746 of this title be deemed to have that value found by the special court.

Sec. 1116. Applicability of other laws

(a) The provisions of chapters 5 and 7 of title 5 (popularly   known as the Administrative Procedure Act and including provisions    popularly known as the Government in the Sunshine Act), the Federal Advisory Committee Act, section 102(2)(C) of the National Environmental Policy Act of 1969 [42 U.S.C. 4332(2)(C)], the National Historic Preservation Act of 1966 [16 U.S.C. 470 et seq.], and section 303 of title 49 are inapplicable to actions taken in   negotiating, approving, or implementing service transfers under title IV of the Regional Rail Reorganization Act of 1973 [45 U.S.C.   761 et seq.] (!1) and to the implementation of the sale of the interest of the United States in Conrail under the Conrail Privatization Act [45 U.S.C. 1301 et seq.]. (b) The operation of trains by Conrail shall not be subject to   the requirement of any State or local law which specifies the minimum number of crew members who must be employed in connection with the operation of such trains.

title: Annotated Laws Relating to Conrail


text:
Talk:Annotated Laws Relating to Conrail

I don't have the original text; only the text from the US Code with amendments merged in. Shit.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Talk:Annotated Laws Relating to Conrail


text: User talk:216.254.159.116

title: User talk:216.254.159.116


text:
User:Jasminek~enwikibooks

Hello, i am jasminek, or dude if you prefer.

Interests

 * Buddhism
 * Unix like operating systems
 * Programming in c
 * China

Contact

 * e-mail: dude%apcoh,org
 * Gadu-Gadu: 1106075

title: User:Jasminek~enwikibooks


text:
Formal Logic/Sentential Logic/Constructing a Simple Derivation

= Constructing a Simple Derivation =

Our derivations consists two types of elements.

 * Derived lines. A derived line has three parts:
 * Line number. This allows the line to be referred to later.
 * Formula. The purpose of a derivation is to derive formulae, and this is the formula that has been derived at this line.
 * Annotation. This specifies the justification for entering the formula into the derivation.

 * Fencing. These include:
 * Vertical lines between the line number and the formula. These are used to set off subderivations which we will get to in the next module.
 * Horizontal lines separating premises and temporary assumptions from other lines. When we get to predicate logic, there are restrictions on using premises and temporary assumptions.  Setting them off in an easy-to-recognize fashion aids in adhering to the restrictions.

We often speak informally of the formula as if it were the entire line, but the line also includes the line number and the annotation.

Premises
The annotation for a premise is 'Premise'. We require that all premises used in the derivation are in the first lines. No non-premise line is allowed to appear before a premise. In theory, an argument can have infinitely many premises. However, derivations have only finitely many lines, so only finitely many premises can be used in the derivation. We do not require that all premises appear before other lines. This would be impossible for arguments with infinitely many premises. But we do require that all premises to appear in the derivation appear before any other line.

The requirement that premises used in the derivation appear as its first lines is stricter than absolutely necessary. However, certain restrictions that will be needed when we get to predicate logic make the requirement at least a useful convention.

Inference rules
We introduced all but two inference rules in the previous module, and will introduce the other two in the next module.

Axioms
This derivation system does not have any axioms.

An example derivation
We will construct a derivation for the following argument:

 * $$\mathrm{P} \land \mathrm{Q},\ \mathrm{P} \lor \mathrm{R} \rightarrow \mathrm{S},\ \mathrm{S} \land \mathrm{Q} \rightarrow \mathrm{T}\,\!$$ ∴  $$\mathrm{T}\,\!$$

First, we enter the premises into the derivation:

Note the vertical line between the line numbers and the formulae. That is part of the fencing that controls subderivations. We will get to subderivations in the next module. Until then, we simply put a single vertical line the length of the derivation. Note also the horizontal line under the premises. This is fencing that helps distinguish the premises from the other lines in the derivation.

Now we need to use the premises. Applying KE to the first premise twice. we add the following lines:

Now we need to use the second premise by applying CE. Since CE has two antecedent lines, we first need to derive the other line that we will need. We thus add these lines:

Now we will use the third premise by applying CE. Again, we first need to derive the other line we will need. The new lines are:

Line 9 is $$\mathrm{T}\,\!$$, the conclusion of our argument, so we are done. The conclusion does not always fall into our lap so nicely, but here it did. The complete derivation runs:


text:
A-level Chemistry

Table of Contents

 * /OCR/
 * /OCR (Salters)/
 * /AQA/
 * /Edexcel/
 * /CCEA/

title: A-level Chemistry


text:
User talk:Orage~enwikibooks

Welcome back. Good to see the Visual Basic Classic book getting more edits. --kwhitefoot 10:44, 16 October 2005 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Orage. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Orage~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:19, 19 April 2015 (UTC)

title: User talk:Orage~enwikibooks


text:
User:Danny Wilde~enwikibooks

See Wikipedia:User:DannyWilde

title: User:Danny Wilde~enwikibooks


text:
Talk:Rhetoric and Composition/Writing in the Humanities

I'm wondering if should make a separate section for the elements of a paper, maybe named, "Elements of a Paper."

Right now I am editing "Writing in the Humanities." I am doing work on the Thesis Statement and Introduction. But what I am finding is that the information on the Thesis Statement will apply to all papers written that require a thesis statement, not only to writing a paper in the humanities.

If we separate this out a little, it would give the student visiting this site the clearer picture of how to write a thesis statement, introduction, etc.

After doing some research, however, I may decide to keep it this way. Writing a thesis statement for a paper in the humanities will differ a bit from writing a thesis statement for a paper in the sciences.

--tigerrat29 11 October 2006 (UTC) There is a very solid foundation here. I found at least one instance of "sexist" language, where all authors are referred to as "he". We'll need to clean those out in order to be SCSU kosher. Be looking for places to clean up phrasing, sometimes these authors use more words than necessary or unclear words. The only other thing that I'd like to see happen on this page is some clarifying on the difference between "interpretive" and "analytical" writing. Reading the entry here, I'm not sure there's a clear distinction.


text:
C++ Programming/Compiler/Linker/Libraries/Configuring Visual Studio

Example: Configuring MS Visual C++ to use external libraries
The Boost library is used as example library.

Considering you already have decompressed and have the binary part of the Boost library built. There the steps which have to be performed:

Include directory
Set up the include directory. This is the directory that contains the header files (.h/hpp), which describes the library interface:

Library directory
Set up the library directory. This is the directory that contains the pre-compiled library files (.lib):

Library files
Enter library filenames in additional dependencies for the libraries to use:

Some libraries (such as e.g. Boost) use auto-linking to automate the process of selecting library files for linking, based on which header-files are included. Manual selection of library filenames are not required for such libraries if your compiler supports auto-linking.

Dynamic libraries
In case of dynamically loaded (.dll) libraries, one also has to place the DLL-files either in the same folder as the executable, or in the system PATH.

Run-time library
The libraries also have to be compiled with the same run-time library as the one used in your project. Many libraries therefore come in different editions, depending on whether they are compiled for single- or multi-threaded runtime and debug or release runtime, as well as whether they contain debug symbols or not.

|C


text: File:Visual studio additionaldependencies.png


text: File:Visual studio includedirectories.png


text: File:Visual studio librarydirectories.png


text: File:Visual studio runtimelibrary.png

title: File:Visual studio runtimelibrary.png


text: User talk:84.67.30.40

title: User talk:84.67.30.40


text:
User talk:Atif.hussain

Why did you create Quran? You wrote in edit summary it's a verbatim copy from Wikisource. Have you read WB:WIN? We're not place for source texts. --Derbeth 16:16, 16 October 2005 (UTC)

title: User talk:Atif.hussain


text: User talk:24.156.46.136

title: User talk:24.156.46.136


text:
User talk:217.159.130.186

Please stop. If you continue to blank pages, you will be blocked from editing.

title: User talk:217.159.130.186


text:
Systems Of Logic/Resources For Further Study

Formal Logic: A Wikibook which presents first order predicate logic.


text:
Folkstyle Wrestling/Advanced Wrestling Strategy

 * Scouting
 * Strengths/Weaknesses
 * Physical
 * Height
 * Strength
 * Reach/ etc.
 * Mental
 * Breaking Point
 * Defensive Willingness
 * Offensive Willingness
 * Wrestling "Ticks"
 * Team Vs. Personal Score
 * Referee
 * Forcing Penalties
 * Scouting The Ref
 * Getting on Their Good side
 * Changing your style to cramp their style

Size Concerns
First, reality is, the bigger your opponent relative to you, the harder it is to take him down. Period. However, using and avoiding certain positions and techniques can maximize the probability of success and minimize the probability of getting smashed, the latter of which is definitely a bad thing when you are much smaller than your opponent.

Second, the general rule with significantly larger opponents is that anything you do needs to keep the risk low of getting caught and squelched underneath your opponent at which point certain physics and mechanics will be working hard against you.

Third, I tend to avoid my final attack as being a traditional double, outside single, or inside single leg (except for a very low single leg sometimes) takedown as it gives too much of an opportunity for a much larger opponent to smash me down simply by virtue of the size and weight difference. Those shots tend to be feigns for other attacks.

Fourth, I tend to ultimately attack the head (i.e., the head and arm or front headlock) a lot with the idea that I would rather my smaller weight be on top of a larger weight than vice versa. This is frequently set up with leg attacks (and secured as my opponent pulls his leg back, lowers his hips, or sprawls to defend).

Fifth, with regard to throws for larger opponents, a fireman's carry (if down properly) or an arm throw (but to my knees as opposed to a backstep) seems to work for me as most larger opponents tend to try to push and over power you so those two throws allow me to get underneath them very deeply, like a fulcrum (i.e., my body remains upright, not bent over more vulnerable to getting squashed), and continue their motion to the ground although it is especially crucial with a larger opponent that you keep your grips and position tight. Any slack is likely doom. And it definitely sucks when somebody 50 to 100 pounds is sprawling on and squashing you. Been there, done that.

Sixth, not exactly a throw but I like an explosive inside trip if an opponent is not outrageously larger than me.

Sixth, with regard to other types of attacks, I will occasionally, but not particularly frequently, attack a very low single to the ankle. If I get in, I am usually in decent shape. If you fail on your entry, you get squashed (the obvious risk for this particular attack). I will try drags to get to and around my opponent's body frequently which tends to be my main strategy (i.e., get around behind). Again, pinging shots against a much larger opponent is not particularly wise.

Seventh, most much larger opponent's will tend to try to over power you so having good pummeling and tie ups are crucial. However, when going against a much larger opponent, you need to modify such by learning to keep a bit more space and changing position frequently so they can't simply get a good hold on you and overpower you. Traditional chest to chest pummeling or collar tie against a much larger and stronger opponent is risky. A two on one tie, for example, is less risky.

Eighth, my defense is good, and keeping with the notion that I would rather be above, than below, a much larger opponent, I sometimes will subtly get out of position to encourage my opponent to attack, preparing for such, and then keeping the back of his head at my lower abdomen, getting to head and arm position, etc. Then I spin behind or attack a choke (and then spin behind if defended well).

Ninth, if a much larger opponent does overpower you and you are losing it, accept the situation and immediately get your guard and deal with it from there. Bigger opponent's will take you down at least sometimes regardless of your skill, etc., simply based on the size difference. Therefore, getting to guard quickly and effective, and obviously having a game from there, is crucial as you will end up underneath some larger opponents.Then you might get pinned.


text:
Esperanto/Appendix/Table of correlatives

Table of Correlatives
^ Esperanto ^ | Appendix H: Table of Correlatives


text:
Openbravo POS/Equipment Configuration

LibrePOS Hardware Requirements
CPU: Pentium or Compatible RAM: At least 64MB

Known working hardware
The following hardware has been tested and found to work in LibrePOS. It is not a complete list, so if you don't find a hardware here it doesn't mean is isn't supported.

Printers

 * Citizen CBM1000 and Citizen Citizen CBM1000-II
 * Epson TM-T88II and Epson TM-T88III
 * Epson TM-T88IV Serial under Ubuntu Linux and Windows XP
 * Epson TM-U220
 * Epson TM-U230 Serial
 * Epson TM-T881V Parallel
 * Ithaca iTherm 280
 * Ithaca 500 Ink Jet Parallel
 * Star TSP100 USB on Windows XP
 * Star TSP600
 * Posligne TRP 100 serial kubuntu
 * Posligne TRP 100 USB/XP

Barcode Scanners

 * Any keyboard wedge scanner

Touchscreen
Touchscreens work like a mouse, so if the operating system supports it, it will be supported by LibrePOS
 * Epson SR-610
 * Epson DM-LS121T

USB
If you want to use a network printer or a usb printer (in windows), use the net use command, eg: (from the command prompt)

net use lpt1 \\computerName\printerName /persistent:yes

(You can find out what your printerName is by going to windows explorer and typing in \\computerName The printer will (hopefully) come up in the list of network-available items.

Then in LibrePOS configuration, choose file and type in lpt1.

from: http://support.microsoft.com/default.aspx?scid=kb;en-us;Q314499 and http://sourceforge.net/forum/forum.php?thread_id=1357172&forum_id=434921

Parallel
To test if your printer is well connected, issue the following commands. Change lpt1 or lp0 to whichever port you are using

Under Windows: echo "test" > LPT1 Under Linux echo "test" > /dev/lp0

Try configuring the printer as "file" and type in lpt1 (or /dev/lp0 for linux).

Serial
Check your cable. Some serial printers require a null modem cable, a standard serial cable+null modem adapter or even some other configuration in order to work, please check your manual or contact the manufacturer. Bytes2000 has confirmed in the forums that a Standard DB9 Null modem adapter from Radio Shack that implements the "Loop back handshaking" pin configuration

To test if your printer is well connected, issue the following commands. Change com1 or ttyS0 to whichever port you are using

Under Windows: echo "test" > com1 Under Linux echo "test" > /dev/ttyS0

If the printer prints the word "test" then you are ready to go. On LibrePOS the easiest way to use the printer is with RXTX as it is bundled with LibrePOS.

Non Epson printers may have problems with the image command as the ESC/POS standard varies a bit from different manufacturers. In particular, some CBM printers can't handle the image command. If this happens, try removing the image from the ticket.

Forum Links

 * http://sourceforge.net/forum/forum.php?thread_id=1266597&forum_id=434921

Cash drawer
Ensure your printer can control your cash drawer. The drawer is controlled by the printer.

Barcode scanner
Bar code scanners come in many flavors from wands to handhelds to flat beds. Scanners also have a variety of ways to attach to your PC terminal: USB, Serial, PS/2, BUS, Bluetooth.

The easiest to get working are the PS/2 model handhelds. They require NO software or configuration (typically). They plug into a keyboard port and 'key in' the UPC barcode (and usually a carraige return). The PS/2 barcode scanners work EXCELLENT with LibrePOS in the stores I have setup. This is NOT just for adding inventory, but works to key in orders...Just like any other store does.

You can pickup used barcode scanners for $5 to $50. These are adequate for reading UPC barcodes. While laser scanners support data matrix, 2D, PDF417 and other formats...why spend the money for this? If you are only working retail, you will typically be using just plain vanilla UPC barcodes. Save your money for a decent receipt printer.

The CueCat USB Port scanner works with zero configuration on Linux Fedora Core 6. The usbhid driver auto-detects and magically converts the data to numbers. Simply click in the barcode field in LibrePOS and run the scanner over a barcode. The cord is a good 6 feet long too. And, of course, the price is right when buying used.

title: Openbravo POS/Equipment Configuration


text:
Talk:Rhetoric and Composition/Revising

--Joshboyd 23:29, 5 December 2007 (UTC) I rewrote a lot of this section. I hope I didn't step on your toes, Mark. But, then again, it is a Wiki; so, what's here today may be gone tomorrow anyway.

I redid the header, but I'm not attached to it, so changes or suggestions to make it more effective would be appreciated. Also, I keep referring to the process as "revising" because of the chapter title, but really I feel like it sounds off when I don't refer to it in most places as "revision." The reason I don't is because I want to stay more inline with how the chapter refers to it so I don't make it confusing for people who might not be as advanced as some of us are. Is this an issue? --Hema 16:48, 2 December 2007 (UTC)

I agree that the professional editor section is problematic. It also seems to completely ignore the idea that most, if not all, the people using this textbook probably are not using a professional editor anyways. I'm striking it. Someone can bring it back if they feel it's an error to get rid of it. --Hema 16:32, 2 December 2007 (UTC)

Back to the Drawing Board
I think the Rhet and Comp book would be much better if we clarified our definition/description of revising and editing. I suggest we do the following: - Place Revision above Editing on the table of contents page - Divide Revision into (a) Global Revision (i.e. overall organization/structure, cogency, purpose, supporting information, audience, etc) and (b) Sentence Level Revision (i.e. active verbs, parallelism, modification issues, concision, accuracy in word choice, etc.) - Refuse to discuss any of the issues above in the section on editing (other than to say, "If you have questions about word choice or usage, refer to the chapter on Revision). - Define editing as proofreading for grammatical errors (i.e. usage, pronoun-antecedent agreement, subject-verb agreement, punctuation, spelling, verb tense, adjective and adverb usage, capitalization, etc.) - Clearly convey that editing is the last step before a paper is turned in

I also think the distinctions between editing and revising only become more muddled when one discusses the tasks of professional editors. Professional editors do not just edit as I have defined it above. They are very much involved in revision as well. It's actually unfortunate we don't call them professional revisers. I think all the discussion about professional editors is superfluous and misleading. I'd really like to see these two chapters revised!--Joshboyd 21:51, 14 November 2007 (UTC)

Perhaps this page is more on track than I thought. It includes a section showing the distinctions between revising and editing and proofreading, which I like. Can we take the editing chapter and include it in this chapter. The chapter could be renamed--Revising, Editing, Proofreading. I think separate chapters include too much overlap of material. For example, the editing chapter includes a section on micro vs. macro editing. Macro editing, however, is basically the same thing as revision. So much for being concise. To me it makes much more sense to lump all of this information into one chapter.--Joshboyd 22:42, 29 November 2007 (UTC)

--Mattbarton.exe 23:07, 16 October 2005 (UTC) I'm a bit concerned here that we're not sure what "revising" is and how it differs from editing, reviewing, and proofreading. I'd suggest you re-read the chapter about the writing process and make we're making a clear distinction here for the reader.

Remember E.B. White's mantra: "Omit needless words. Omit needless words. Omit needless words." - This is great.

Would it be beneficial to include the difference between revising, editing, and proofreading in ALL of these sections? --Emily.isackson (discuss • contribs) 21:04, 27 January 2011 (UTC)

Point of confusion: I'm not sure how the version that I'm looking at today has been changed since Matt Barton's October 16, 2005 comment about the need to make clearer distinctions for the reader. As is, I understood the explanations of the differences between revising, editing, and proofreading.

Why use an asterisk in "sh*t"?

"Read and re-read your paper. In the first read-through consider overall purpose of the paper and whether it is expressed clearly." -- seems to be missing "the" before "overall purpose"

I really like this kind of commentary:

''But wait--don't you need to inflate your text so you can meet the minimum word count? Wouldn't it be better to use "due to the fact that" for "because" and "in addition to" for "and," since these phrases use far more words? Answer: NO. Any experienced reader will instantly see through such a pitiful scheme and will likely become irritated by the resulting "flabby" prose.''

... because it hits the wordiness nail on the head, and it's also opinionated and funny.

"you probably havea a problem with organization and transitions." -- should be "you probably have a a problem with organization and transitions."

The "conclusions" section could probably be fleshed out. --Matt.helm (discuss • contribs) 21:23, 27 January 2011 (UTC)

title: Talk:Rhetoric and Composition/Revising


text:
Talk:Electric Motors And Generators

"Generators are based on the fact that when a wire, or a coil, is moved into and out of a magnetic field then a voltage will be generated between the ends of that wire or coil. The magnitude of that voltage is proportional (within a limit) to the strength of the magnetic field, and also the number of turns of the coil, while the direction of that voltage depends on the polarity of the magnetic field (North pole or South pole), and which leads of the voltmeter are connected to which end of the wire or coil".....Italic textMy question is if a bulb is connected across these terminals will it glow

Electrical Engineering
I've created a category for electrical engineering books. use to add this book to that category, if desired. If this book doesnt start to progress eventually (and i know writing a book takes time) I will probably start a motion to merge this book with a more general book on "Electromechanical Devices" that i am planning to start writing in the weeks ahead. --Whiteknight 23:12, 16 October 2005 (UTC)

Hmmm,,, so, what's happened here? I'm new to wiki contribution/editing. Tranzz4md (discuss • contribs) 17:34, 1 January 2022 (UTC)

Stub
This book is a stub. It hasnt been edited since June for any reason other then to add proposed sections to the current "table of contents" and a spam revert. The two pages that this book does have are short, and uninformative. I will probably put this book up for deletion soon. --Whiteknight T C E 19:02, 19 October 2005 (UTC)
 * Since this is up for deletion I have taken it upon myself to begin editing this book and replace some of the original content which was very unstructured and not very informative. I have also added a section in which some info on vector algebra could be placed, I propose something which covers the following: a reasonable discussion of scalar fields, vector fields, vector algebra and vector calculus covering the following concepts
 * Scalar fields versus vector fields, how vectors have both magnitude and direction
 * Product of a scalar and a vector
 * Magnitudes and unit vectors
 * Vector addition and subtractionee a
 * The scalar (dot) product of vectors
 * The vector (cross) product of vectors
 * Vector integration including line and surface integration
 * The cross-product is particularly crucial as it greatly aids in determining the direction of the forces on a moving charge in a magnetic field.--crobar

 * Great! For what it is worth, it isn't up for deletion and if you disagree with merging this page somewhere else you can take down the merge sign (at both pages if applicable). Thenub314 (talk) 14:32, 15 July 2010 (UTC)

title: Talk:Electric Motors And Generators


text:
Signals and Systems

This book is about the study of engineering signals and systems, from a discipline-neutral approach. It is a fundamental starting point in the field of engineering, and serves as the basic material that other advanced books in the engineering subject area are based. This book looks at the concepts of systems, serving as an introduction to systems theory. Also, this book examines signals, and the way that signals interact with physical systems.

While this book strives to be discipline-neutral, it currently is focused strongly on electrical engineering concepts. It is hoped that this book will be expanded to include information from other disciplines as well.

Table of Contents

 * Introduction
 * /MATLAB/

Signal and System Basics

 * Definition of Signals and Systems
 * Engineering Functions
 * Time Domain Analysis
 * Noise
 * Periodic Signals

Frequency Representation of Signals

 * Fourier Series
 * Fourier Series Analysis
 * Fourier Transform

Frequency Analysis of Systems

 * Frequency Response
 * Bode Plots
 * Laplace Transform

Random Signals

 * Probability Basics
 * Probability Operations
 * Common Distributions
 * Frequency Domain Analysis

Analog Filters

 * Filter Terminology
 * Filter Functions
 * Filter Transforms
 * The Second Order Transfer Function
 * Analog Filter Design

Digital Signals

 * Z-Transform
 * Random Digital Signals (Poisson, Markov)
 * Digital Filter Design

Appendices

 * Table of Fourier Transforms
 * Table of Laplace Transforms
 * Table of Trigonometric Identities

Resources and Licensing

 * Resources

title: Signals and Systems


text:
Talk:Signals and Systems

The outline on the frontpage is tentative. I want to look at some reference resources to see if there is a better order for some of the information, and I want to look and see if there are more topics that should be covered in this book, before i start laying down chapters. --Whiteknight 23:29, 16 October 2005 (UTC)

I've set up this book to use the "Forward Slash" naming convention. --Whiteknight 17:32, 17 October 2005 (UTC)

I've created a few templates for use in this book:

 * Template:Signals and Systems Stub
 * Template:Signals and Systems Page
 * :
 * /Stubs

--Whiteknight 18:19, 17 October 2005 (UTC)

 * I've updated the last two links on the list (please pardon), which were updated for project naming conventions. --Pi zero (discuss • contribs) 04:17, 3 January 2018 (UTC)

What this book is not
Like with the other EE books, i am going to list here what i think the scope of this book should be, although this is certainly not set in stone.

 * 1) This is not a math book. We are not here to teach math, that is the job of the Math bookshelf. We cannot, however limit this book to the tools that are provided in math books because most math books do not give any coverage (at least no adequate coverage) to the Fourier, Laplace, or Z Transforms. We can introduce what we need here, but there is no sense rewriting what other people have already written.
 * 2) This book has a clear focus. The Circuit Theory and the Circuit Theory 2 wikibook cover basic hardware topics, and in a sense this book will cover the "software". This book will examine signals, and will demonstrate techniques for analyzing signals. Also, this book will consider hardware topics, but we are past the stage where we need to be diagramming the locations of individual circuit components.
 * 3) This book has a clear scope. Like any wikibook, it is counter-productive to include more information in this book then logically belongs here. By making the EE bookshelf highly modular, we allow for people who are taking divergent learning paths (Electrical Engineers versus Computer Engineers, Electromechanical Engineers, Automotive Engineers, or Biomedical Engineers) To read on the topics that interest them, without loading the reader down with excess baggage. This book should be limited to studies of signals, Fourier analysis, Z-transform analysis, and an introduction to basic filters. More advanced topics can be saved for another wikibook.
 * 4) This book should have lots of pictures. A study of electric signals is best facilitated by having lots and lots of pictures. In a sense, this is the trade-off: less math, and more graphs.

I've outlined on my user page a basic EE "curriculum" that i think forms a very natural progression of EE-based learning, while at the same time allowing people to diverge into different "specialties" as their interest dictates. --Whiteknight 22:15, 17 October 2005 (UTC)

need some diagrams
I feel like i've written up skeletons of all the pages that i can without supporting images. The remainder of the chapters in this book will be heavily graphical, by necessity. --Whiteknight T C E 02:50, 20 October 2005 (UTC)

Stability, transient performance
Since this book is also about Systems, shouldn't it have some sections about system stability and transient response? And perhaps things like negative feedback, root locus diagrams, and other useful things (I'm currently taking a class in Control Systems so I'm no expert on the subject, just trying to give some suggestions - what I've mentioned is all we've learned so far) --Gautamraj Sun Nov 6 08:35:01 UTC 2005

 * I would like to write a book about all those subjects, because i also have taken a number of control classes (classical controls, modern controls, digital controls). However, i feel like the addition of all those subjects into this book would cause this book to grow far too large, and lose way too much focus. Instead, i am preparing an outline of a future book that will encompass many different types of electrical control systems. you can find the outline for this book at Control Systems. Let me know if you have any suggestions about that book, but i probably won't put it into active duty for a long while now (until i can better expand it). --Whiteknight T C E 19:19, 5 November 2005 (UTC)

 * The outline mentioned above has been put on a bookshelf at Control Systems --Whiteknight (talk) (current) 22:24, 25 April 2006 (UTC)

Electrical Engineering, Basic signals
That book was merged into Signals and Systems at 19:25, 9 December 2005 (UTC). The primary contributer was User:WarrenWilkinson. Here is the contents of the talk page to that book:

To others who would wish to help author this wikibook, I recommend we keep detailed deriviations and proofs and advanged applications of things like the Forier Transforms, forier series, Laplace transforms and convolution in seperate eBooks and link to them in the prerequisites. That way this very advanced information can be centralized for all wikibooks to link too. In this book we should cover the application and usuage of these things, and link to more advanced texts that prove these theroums.

WarrenWilkinson 01:14, 13 Mar 2004 (UTC)

title of book
maybe this should just be called introduction to signal processing? - Omegatron 15:38, 22 Oct 2004 (UTC)

 * I think that's a bit narrow. This book already has a section on filters (which are systems), and I would like to cover more systems eventually here as well. --Whiteknight (talk) (current) 21:34, 3 May 2006 (UTC)

Spelling and zeroes
Good work to the person who started compiling this book. I however, recommend that someone needs to go through and check the spelling properly. I am just about to go through and fix some of the spelling mistakes I've seen, and take out some of the rubbish that people have edited in: Example, string of zeros. I'm considering seriously contributing to this book, and I'll try to stick to the recommended guideline of linking detailed proofs. Although, if the text does become more comprensive at some stage, adding them might be cool, as long as they are clearly seperate from the more concise statements and applications.

New Sections
I would like to start adding new sections to this book, because it is currently very small and could handle new information. I would like to include more information about the frequency-domain, and I would like to add a section on digital domain (z-transform introduction, digital filters by poles and zeros, etc). If anybody else can think of other subjects that would go well in this book, write about them here. --Whiteknight (talk) (projects) 14:52, 10 May 2006 (UTC)

I also want to add more information about Bode plots here. --Whiteknight (talk) (projects) 00:08, 28 August 2006 (UTC)

title: Talk:Signals and Systems


text:
Rhetoric and Composition/Commas

What Do Commas Do?
As you can see in the list below, commas serve several different purposes. For now, don’t worry about any unfamiliar terms; simply observe the main actions commas do: join, emphasize, contain, and separate.

 * 1) They work with a coordinating conjunction to join two independent clauses within a sentence.
 * 2) They emphasize introductory elements at the beginning of a sentence or clause.
 * 3) They set off cumulative elements at the end of a sentence or clause.
 * 4) They separate a dependent clause at the beginning of a sentence from the independent clause following it.
 * 5) They work in pairs to contain restrictive modifiers within a sentence.
 * 6) They work in pairs to contain parenthetical expressions within a sentence.
 * 7) They separate two or more adjectives that independently describe the same noun.
 * 8) They separate quotations from their attributions.
 * 9) They separate items in a list.
 * 10) They separate elements in dates, numbers, personal titles, and addresses.

While there are many different ways to use commas in writing, most comma usages fall into three situations. If you know the basic rule for these three cases, you should be set for comma usage.

 * 1) Put a comma before a coordinating conjunction (for, and, nor, but, or, yet, so) that separates two independent clauses. Example: I wanted to drive to the mall, but my car wouldn't start.
 * 2) Put a comma after introductory words, phrases, or clauses in a sentence. Example: Although it was a good offer, I felt that I needed to explore other options.
 * 3) Use commas to set off elements that interrupt or add information in a sentence. Example: Tommy, my older brother, loved to punch me for telling his secrets.

Commas with two independent clauses
Used with coordinating conjunctions, commas allow writers to let readers know how their complete thoughts (as expressed in independent clauses) relate to one another. After all, our thoughts build on each other and interact with each other. Unless we’re merely listing things or free-associating, our thoughts rarely develop in separate “boxes,” but rather tend more to develop in relationship with one another.

When it’s time to put those thoughts into written text, commas used with coordinating conjunctions help us indicate the relationships among our thoughts. They help us avoid the choppy, flat style that comes from every thought becoming a separate sentence, walled off from other sentences with the finality of a period:

Example of periodic text: ''Building consensus ends with synthesis. It begins with analysis. Of course, the ultimate goal is finding commonality. The final product is a single course of action. However, a consensus derives validity only from agreement among the many. The first step in reaching consensus is to survey the different viewpoints involved.''

If we add commas with coordinating conjunctions to this group of sentences, our reader will be able to see more clearly the relationships that exist among the complete thoughts:

The same text with commas and coordinating conjunctions: ''Building consensus ends with synthesis, but it begins with analysis. Of course, the ultimate goal is finding commonality, and  the final product is a single course of action. However, a consensus derives validity only from agreement among the many, so  the first step in reaching consensus is to survey the different viewpoints involved.''

The formula
Use a comma to join two independent clauses (IC) with a coordinating conjunction (CC). Place the comma before the coordinating conjunction.

IC, CC IC.

Coordinating Conjunctions--For, And, Nor, But, Or, Yet and So--are often referred to by the mnemonic device used to memorize them: FANBOYS

Errors
A comma and a coordinating conjunction must appear together in order to have enough “strength” to join two independent clauses. These errors happen when one or the other is missing:

Two independent clauses joined by just a coordinating conjunction (no comma) or joined by nothing at all -- they just collide -- is called a run-on sentence or sometimes a fused sentence.

Examples of run-on or fused sentences:
 * Several environmental organizations recognized the treaty but few endorsed it.
 * Internet communities redefine the notion of space they take the concept beyond physical dimensions.

Two independent clauses joined by just a comma (no coordinating conjunction) is called a comma splice.

Example of a comma splice: Economists predicted lower personal debt loads resulting from tax cuts, this did not happen.

Commas with introductory words and phrases
Another relationship between thoughts we signal to our readers is that of introduction. We often want to give our readers some background before laying out our main thought, or we want to give some information first that limits or otherwise modifies the information in our main thought. Introductory elements can be one word or several so long as they do not contain a finite verb. An introductory element that includes a finite verb is likely to be a clause instead. Common ones are transition words and statements about time, place, manner, or condition.

Using a comma after an introductory element requires your reader to pause, and so should only be done with good reason.

Introductory Words
Introductory words are set off with a comma when the introductory word is a participle, modifies the entire clause following it, or when not including it might lead to misreading.

Examples of sentences with introductory words:
 * Humiliated, she fled from the diner. (participle)
 * Moreover, several groups actively opposed the treaty. (modifies entire clause)
 * Inside, traders shouted orders out. (Inside traders would be ambiguous)
 * Quickly tie your shoe (Quickly is a simple adverb, it only modifies tie.)

Introductory Phrases
Introductory phrases are not set off with a comma without good reason. Phrases that contain verbals, absolute phrases, long prepositional phrases, or compound prepositional phrase are set off. Short prepositional phrases are only set off for purposes of emphasis. Phrases that show inversion in sentence structure can also be followed by a comma.

Examples of sentences with introductory phrases:
 * Calling in sick for work, Beth hoped her boss would not suspect anything. (Phrase contains a verbal)
 * The stock market falling in Tokyo, Alex called his stock broker. (Absolute phrase)
 * Beneath the antique wooden fishing boat, barnacles had grown for years. (Long introductory phrase, but even here the comma is optional.)
 * Underneath the noses of her parents, Ruth had hoarded three kilograms of cocaine. (Compound prepositional phrase)
 * In a cold sweat, Henry read the letter addressed to his wife. (emphasis)
 * Drunk and angry, Joel burst into the room. (inverted structure)
 * After school I went to my uncle's house. (short prepositional phrase)
 * Before the parade I want to eat pizza. (short prepositional phrase)
 * By the earthen hearth my mother read to me from the book of Acts. (short prepositional phrase)

Commas with cumulative clauses
Another type of relationship between ideas that we signal to readers with a comma is that of accumulation. Occurring at the end of a sentence, cumulative clauses hook up to a main clause and add further information. Using cumulative clauses is a good way to avoid having to use two sentences when one will do.

Examples of sentences with cumulative clauses:
 * Nine senators changed their vote, passing the bill into law.
 * Three years of above-average rainfall raised the water table, turning formerly usable fields into wetlands.
 * Peers frequently reinforce the behavior, leading it to become an ingrained habit.

Commas and dependent clauses
Remember, when you read a dependent clause aloud, you or your listener has the feeling of “Well...? What’s next? Finish it up!” A dependent clause is a group of words that can’t stand on its own as a sentence because it does not express a complete thought. It leaves the listener (and reader) hanging.

Examples of dependent clauses:
 * although psychology and applied psychology are separate disciplines
 * when sanctions proved too difficult to enforce
 * because it was undated

Dependent clauses, as their name implies, "depend" on another clause to form a complete sentence. Dependent clauses must be paired with independent clauses.

The formula
When the dependent clause comes before the independent clause, use a comma after the dependent clause.
 * DC, IC.

When the dependent clause comes after the independent clause, just run right through without a comma.
 * IC DC.

Examples:
 * Although psychology and applied psychology are separate disciplines, they both are relatively recent additions to the university.
 * The U.N. approved military action when sanctions proved too difficult to enforce.
 * Archaeologists used contextual clues to date the manuscript because it was undated.

Errors
A disruptive comma is one used before a dependent clause that comes after the independent clause. Writers often make this mistake when the dependent clause begins with because.

Examples of disruptive commas:
 * The future of print newspapers appears uncertain, due to rising production costs and the increasing popularity of online news sources.
 * Some argue that print newspapers will never disappear, because of their many readers.

Commas and restrictive modifiers
You know what it's like to talk to someone and add explanations as you go, even right in the middle of your thoughts, to make sure your listener knows exactly which things you are talking about? When those explanantions show up in a written sentence, they are called modifiers. Modifiers can be nonrestrictive -- meaning that you can drop them out of a sentence and you won't change the meaning. Restrictive modifiers are ones whose meaning is essential to the overall meaning of the sentence; if you dropped a restrictive modifier, the meaning of the sentence would change.

'''Use a pair of commas to set off a nonrestrictive clause. Don't use commas around restrictive clauses.'''

Examples:
 * The committee, headed by Dr. Suarez, met weekly to develop a budget.
 * In this sentence, the phrase "headed by Dr. Suarez" is nonessential to the meaning of the main clause, which is that the committee met weekly. Presumably only one committee has been under discussion in previous sentences. However, if the discussion is of several committees, and the writer wants to point out that it was that one specific committee headed by Dr. Suarez that met weekly, the commas would be removed:
 * The committee headed by Dr. Suarez met weekly to develop a budget.
 * Employees who participate in the company's fitness classes pay a lower health insurance premium.
 * Here, no commas are used, since it is not just any and all employees who pay a lower health premium, but only those who participate in the company's fitness program. Notice the difference in the next sentence, in which the nonrestrictive modifier adds information but wouldn't change the meaning if it was taken out:
 * Employees, who have access to the company's gym and fitness classes, are encouraged to practice preventive healthcare.

Commas and parenthetical elements
Much like a nonrestrictive modifier, a parenthetical expression provides extra information or commentary in the middle of a sentence. A parenthetical element, however, often sounds more obviously "speech-like" and interjectory. Use a pair of commas to set off a parenthetical element.

Examples:
 * The candidate, much to the committee's surprise, voluntarily revealed her positions on several key controversies.
 * The question has, incidentally, since become moot.

Commas with multiple adjectives
When you use more than one descriptive word (adjective) to describe something (a noun), ask yourself whether the adjectives work independently to describe the noun, or if they build on each other and work together to describe the noun.

One way to tell is to reverse the order of the adjectives. If you can reverse the order and the meaning stays the same, the adjectives are working independently and should be separated by a comma. If you reverse the order and it doesn't make sense, the adjectives are working together and should not be separated by a comma.

Another test is to put "and" between the adjectives. If you can do that and retain the meaning, the adjectives are working independently and need a comma between them. If inserting "and" between the adjectives changes the meaning, the adjectives are working together and shouldn't be separated from each other by a comma.

'''If multiple adjectives before a noun work independently, use a comma between them. If they work together, don't.''' Examples of adjectives working independently:
 * An open, exploratory, and inclusive spirit marked the meeting.
 * Test: An open and exploratory and inclusive spirit marked the meeting.
 * A direct, conversational tone made the instructions easy to understand.
 * Test: A conversational, direct tone made the instructions easy to understand.

Examples of adjectives working together:
 * Local health officials recently released guidelines for dealing with avian flu outbreaks.
 * Test: Health local officials recently released guidelines for dealing with flu avian outbreaks. Do not use commas.
 * An extruded plastic stem keeps the component stable.
 * Test: An extruded and plastic stem keeps the component stable. Do not use a comma.

Commas with quotations
Use a comma to set off the attribution -- the phrase that says who said or wrote a quotation -- from the quotation itself. Notice that the comma goes inside the quotation marks, even if the quotation is a complete sentence and would, if appearing on its own, take a period at the end.
 * Examples:
 * "The ballot is stronger than the bullet," writes Abraham Lincoln.
 * "Politics is the art of looking for trouble, finding it everywhere, diagnosing it incorrectly, and applying the wrong remedies," said Groucho Marx.

Use a pair of commas to set off the attribution when it appears in the middle of the quotation.
 * Example: "In a time of universal deceit," writes George Orwell, "telling the truth becomes a revolutionary act."

Do not replace a question mark or exclamation point in a quotation with a comma.
 * Example: "When will our consciences grow so tender that we will act to prevent human misery rather than avenge it?" writes Eleanor Roosevelt.

Do not use a comma to set off quotations that occupy a subordinate position in a sentence, often signaled by the words that, which, or because.
 * Examples:
 * Emphasizing the importance of staying in touch with the populace, James Madison wrote that "a popular government without popular information, or the means of acquiring it, is but a prologue to a farce or a tragedy, or both."
 * Participating in a democracy takes a strong stomach because "it requires a certain relish for confusion," writes Molly Ivins.

Commas in a list
Use commas between items in a list when there are three or more.

The final comma, the one before "and" or "or", is known as the Oxford comma, Harvard comma or serial comma. The Oxford comma should always be used where it is needed to avoid confusion (for example where one or more items in the list already include the word "and"). Otherwise it is optional. The Oxford comma is relatively uncommon in British English, except where used to avoid confusion. Not using the Oxford comma is relatively uncommon in American English, except in newspapers and magazines.

Examples:
 * Additional supplies required are a burner, beaker and safety goggles.
 * The position requires expertise in building consensus, formulating policy and developing long-range goals.
 * The English-speaking countries include Dominica, Trinidad and Tobago, and Jamaica.

Commas in dates, numbers, personal titles, and addresses
Use commas to separate the day of the week from the month and to set off a year from the rest of the sentence.
 * Examples:
 * "On Friday, February 13, 2015, we will be having our annual Valentine's Day dance.
 * On December 12, 1890, orders for the arrest of Sitting Bull were sent.
 * Graduation is set for May 20, 2006.

You do not need to use a comma when giving only the month and the year.
 * Example: The next presidential election will take place in November 2008.

Use commas to separate number into groups of three when they are more than four digits long. The comma is optional when the number is four digits long.
 * Examples:
 * 2,400 (or 2400)
 * 50,000
 * 340,000

Do not use a comma in street addresses or page numbers.
 * Examples:
 * The table appears on page 1397.
 * The fire occurred at 5509 Avenida Valencia.

When following a name with a title, use a comma (if the title is at the end of the sentence) or two (if the title is in the middle of the sentence) to separate the title from the rest of the sentence.
 * Examples:
 * Paul Hjort, D.C., practices chiropractic medicine in central Minnesota.
 * Earnings far exceeded projections last quarter, according to Hitomi Masamura, Vice President for Operations.

Separate each element of an address is with commas. However, do not use a comma before a ZIP or other postal code.
 * Examples:
 * Bob Dole grew up in Hope, Kansas.
 * Write to the program advisor at 645 5th Street, Minerton, Indiana 55555.

title: Rhetoric and Composition/Commas


text:
Wikijunior:Introduction to History

 * /Introduction/

 * /Things that are the same; things that are different/

 * /So, where did humans start?/

 * /Banding together/
 * Wikijunior:Introduction to History/Banding together/war
 * /Banding together/Work and farming
 * /Banding together/Kings

 * The Beginnings of the Modern Age
 * /The Renaissance
 * /Industrialisation

 * /A new age?

Religious leaders, philosophers, and scientists
A wise king can make a difference in the lives of his subjects, and a cruel or stupid king can cause a great deal of suffering, but few kings have any lasting effect on their society. So much of written history is about kings because kings are powerful enough to make sure their names get written down a lot. However, people who made long lasting differences were also religious leaders, philosophers, and scientists. Between the building of the pyramids more than four thousand years ago and the Greek attack on Troy about three thousand years ago, one of the world's leading religions began in India. The Hindu religion has more than 800,000,000 followers, about 90% of them on the Indian subcontinent. If you want to learn about Hinduism, a good place to start is by reading the Bhagavad Gita, which is a conversation between a man, Prince Arjuna, and his charioteer Lord Krishna, who just before an epic battle reveals himself as, Vishnu, God Incarnate.

A few hundred years after the Greeks invaded Troy, the Greek poet, Homer, wrote down the story of the Trojan War in two epic poems, The Iliad and The Odyssey. Greek writers and thinkers treated these two books in much the same way that Christian writers and thinkers draw on the Bible, as a source inspiration.

Midway between the Trojan war and the days of the Caesars, about 400 B.C., several great philosophers and religious leaders lived.

In China, Kung Fu Tze (sometimes called Confucius) wrote The Analects, one of the most influential books in history. Confucius taught that respect for order, for family, for authority, and for ancestors was the cornerstone of all right action. In India, Guatama Buddha taught that the cause of all suffering is desire. In Greece, the philosopher Plato wrote a number of dialogs which still make delightful reading today, and the philosopher Aristotle became the first person to write down the rules of logical thinking. Greek speaking people, especially Euclid, in Egypt, and Archimedes, in Sicily, wrote down the foundations of modern science and mathematics, but the people of Europe turned away from science and mathematics and toward religion and superstition. After age of the Greeks there were no new scientific or mathematical discoveries in Europe for more than a thousand years.

While Augustus Caesar was ruling the Roman Empire, Jesus Christ was born. We date our calendar from the approximate year of his birth. Jesus Christ was a Jew, and the Christian religion was based on the Hebrew religion. The Christian holy book, the Bible, includes two parts. The Old Testament describes how God created the world, and includes Jewish law, history, philosophy, and song. The New Testament describes the life of Jesus Christ and his followers. Jesus summed up his message in these words, in Matthew 22: 37-39, "Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and great commandment. And the second is like unto it, Thou shalt love thy neighbor as thyself."

Between the days of the Caesars, and the conquest of England by William the Conqueror, Muhammad founded the religion of Islam. A follower of Islam is called a Muslim. The teachings of Muhammad are given in the Koran. The Five Pillars of Islam are profession of faith, ritual prayer five times each day, fasting during Ramadan, charity given to the needy, and pilgrimage to Mecca.

In the year 1543 of the Common Era, in Poland, Nicholas Copernicus published a book demonstrating that the Earth circles the sun. This was the beginning of the Age of Science. Galileo used the telescope to examine the planets of the solar system; Isaac Newton invented the mathematics called calculus, and was the father of modern physics; Charles Darwin spent many years traveling around the world, observing nature, and discovered evolution; Albert Einstein defined relativity and discovered the photoelectric effect.

Science, democracy, and capitalism remade the world into a place far richer that it had ever been before, richer in material goods, in knowledge, in health, in art, and in ideas.

When your grandparents were young
The best way to learn history is to talk to people who are older than you. Many people love to talk about when they were young. When you read about the past in a history book, it can be hard to remember that real people lived through all of those famous events. By talking to someone about their life you can hear what happened in history first hand!

title: Wikijunior:Introduction to History


text:
Talk:Circuit Theory/RLC Circuits/Underdamped, Overdamped, and Critically Damped

You really need to look at Wikipedia to get a much better ideaa of what it is youre talking about here

This is just a placeholder. Nothing written on the page, to my knowledge, is factually incorrect. If you would like to contribute to this book, you are more then welcome. --Whiteknight 17:43, 17 October 2005 (UTC)