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-% Sample file: textenv.tpl template file
-
-% 3.1 List environments
-
-% 3.1.1 Numbered lists: enumerate
-
-\noindent This space has the following properties:
-\begin{enumerate}
- \item Grade 2 Cantor\label{Cantor}
- \item Half-smooth Hausdorff\label{Hausdorff}
- \item Metrizably smooth\label{smooth}
-\end{enumerate}
-Therefore, we can apply the Main Theorem \ldots
-
-% 3.1.2 Bulleted lists: itemize
-
-\noindent In this lecture, we set out to accomplish a variety
-of goals:
-\begin{itemize}
- \item To introduce the concept of smooth functions
- \item To show their usefulness in the differentiation
- of Howard-type functions
- \item To point out the efficacy of using smooth functions
- in Advanced Calculus courses
-\end{itemize}
-
-% 3.1.3 Captioned lists: description
-
-In this introduction, we outline the history of this concept.
-The main contributors were:
-\begin{description}
- \item[J. Perelman,] the first to introduce smooth functions.
- \item[T. Kov\'acs,] who showed their usefulness in the
- differentiation of Howard-type functions.
- \item[A.P. Fein,] the main advocate of using smooth
- functions in Advanced Calculus courses.
-\end{description}
-In addition to these mathematicians \ldots
-
-% 3.1.4 Rule and combinations
-
-\begin{enumerate}
- \item First item of Level 1.
- \begin{enumerate}
- \item First item of Level 2.
- \begin{enumerate}
- \item First item of Level 3.
- \begin{enumerate}
- \item First item of Level 4.\label{level4}
- \item Second item of Level 4.
- \end{enumerate}
- \item Second item of Level 3.
- \end{enumerate}
- \item Second item of Level 2.
- \end{enumerate}
- \item Second item of Level 1.
-\end{enumerate}
-Referencing the first item of Level 4: \ref{level4}
-
-\begin{enumerate}
- \item First item of Level 1.
- \begin{itemize}
- \item First item of Level 2.
- \begin{enumerate}
- \item First item of Level 3.
- \begin{itemize}
- \item First item of Level 4.\label{enums}
- \item Second item of Level 4.
- \end{itemize}
- \item Second item of Level 3.
- \end{enumerate}
- \item Second item of Level 2.
- \end{itemize}
- \item Second item of Level 1.
-\end{enumerate}
-Referencing the first item of Level 4: \ref{enums}
-
-% 3.2 Tabbing environment
-
-\begin{tabbing}
- Print\= Time\\
- \>Block\=[\{timing\},\\
- \>\>timing = Timing[expr];\\
- (careful with initalization)\kill
- \>\>Print[ timing[[1]] ];\\
- \>]\\
- End[\,]
-\end{tabbing}
-
-\begin{tabbing}
- \hspace*{.25in}\=\hspace{2ex}\=\hspace{2ex}\=\hspace{2ex}\kill
- \> $k := 1$ \\
- \> $l_k := 0$; $r_k := 1$ \\
- \> \texttt{loop} \\
- \> \> $m_k := (l_k + r_k)/2$ \\
- \> \> \texttt{if} $w < m_k$ \texttt{then} \\
- \> \> \> $b_k := 0$; $r_k := m_k$ \\
- \> \> \texttt{else if} $w > m_k$ \texttt{then} \\
- \> \> \> $b_k := 1$; $l_k := m_k$ \\
- \> \> \texttt{end if} \\
- \> \> $k := k + 1$ \\
- \> \texttt{end loop}
-\end{tabbing}
-
-\begin{tabbing}
- This is short.\=\\
- This is much longer, \> and jumps back.
-\end{tabbing}
-
-% 3.3 Miscellaneous displayed text environments
-
-\begin{quote}
- It's not that I'm afraid to die. I just don't want to be
- there when it happens.
- \emph{Woody Allen}
-
- Literature is news that STAYS news. \emph{Ezra Pound}
-\end{quote}
-
-\begin{quotation}
- KATH: Can he be present at the birth of his child?
-
- ED: It's all any reasonable child can expect if the dad
- is present at the conception.
- \begin{flushright}
- \emph{Joe Orton}
- \end{flushright}
-\end{quotation}
-
-\begin{verse}
- I think that I shall never see\\
- A poem as lovely as a tree.
-
- Poems are made by fools like me,\\
- But only God can make a tree.
-
- \begin{flushright}
- \emph{Joyce Kilmer}
- \end{flushright}
-\end{verse}
-
-\begin{verbatim}
-Formula (2) in section 3 should be typed as follows:
-\begin{equation}
- D^{\langle 2 \rangle} = \{\, \langle x_0, x_1 \rangle
- \mid x_0, x_1 \in D,\ x_0 = 0 \Rightarrow x_1 = 0 \,\}.
-\end{equation}
-Please make the corrections.
-\end{verbatim}
-
-Some European e-mail addresses contain \texttt{\%};
-recall that you have to type \verb+\%+ to get \texttt{\%}.
-
-% 3.4 Proclamations (theorem-like structures)
-
-\begin{definition}\label{D:prime}
- \begin{enumerate}
- \item $u$ is \emph{meet-irreducible} if
- $u = x \wedge y$ implies that
- $u = x$ or $u = x$.\label{mi1}
- \item $u$ is \emph{meet-irreducible} if
- $u = x \wedge y$ implies that
- $u = x$ or $u = x$.\label{mi2}
- \item $u$ is \emph{completely join-irreducible} if
- $u = \bigvee X$ implies that $u \in X$.
- \label{mi3}
- \end{enumerate}
-\end{definition}
-
-% Consecutive numbering
-
-\newtheorem{lemma}{Lemma}
-\newtheorem{proposition}[lemma]{Proposition}
-
-% Numbering within a section
-
-\newtheorem{lemma}{Lemma}[section]
-
-\newtheorem{lemma}{Lemma}[section]
-\newtheorem{proposition}[lemma]{Proposition}
-
-% 3.4.1 The full syntax
-
-\newtheorem}{envname}[procCounter]{Name}[secCounter]
-
-% 3.4.2 Proclamations with style
-
-\theoremstyle{plain}
-\newtheorem{theorem}{Theorem}
-\newtheorem{corollary}{Corollary}
-\newtheorem*{main}{Main Theorem}
-\newtheorem{lemma}{Lemma}
-\newtheorem{proposition}{Proposition}
-
-\theoremstyle{definition}
-\newtheorem{definition}{Definition}
-
-\theoremstyle{remark}
-\newtheorem*{notation}{Notation}
-
-% Five examples
-
-% Example 1
-
-\theoremstyle{plain}
-\newtheorem{theorem}{Theorem}
-\newtheorem{lemma}{Lemma}
-\newtheorem{definition}{Definition}
-
-Example 2
-
-\theoremstyle{plain}
-\newtheorem{theorem}{Theorem}
-\newtheorem{lemma}[theorem]{Lemma}
-\newtheorem{definition}[theorem]{Definition}
-\newtheorem{corollary}[theorem]{Corollary}
-
-Example 3
-
-\theoremstyle{plain}
-\newtheorem{theorem}{Theorem}
-\newtheorem{proposition}{Proposition}[section]
-\newtheorem{lemma}[proposition]{Lemma}
-\newtheorem{definition}{Definition}
-
-\theoremstyle{definition}
-\newtheorem*{notation}{Notation}
-
-Example 4
-
-\theoremstyle{plain}
-\newtheorem{theorem}{Theorem}
-\newtheorem*{main}{Main Theorem}
-\newtheorem{definition}{Definition}[section]
-\newtheorem{lemma}[definition]{Lemma}
-
-\theoremstyle{definition}
-\newtheorem*{Rule}{Rule}
-
-Example 5
-
-\theoremstyle{plain}
-\newtheorem{theorem}{Theorem}
-\newtheorem{corollary}{Corollary}
-\newtheorem*{main}{Main Theorem}
-\newtheorem{lemma}{Lemma}
-\newtheorem{proposition}{Proposition}
-
-\theoremstyle{definition}
-\newtheorem{definition}{Definition}
-
-\theoremstyle{remark}
-\newtheorem*{notation}{Notation}
-
-Exercises
-
-\theoremstyle{definition}
-\newtheorem{xca}{Exercise}
-
-\begin{xca}
-Prove that if $\inf H$ exists for all nonempty subsets $H$ of a
-poset $P$, then $\sup \varnothing$ also exists in~$P$.
-\end{xca}
-
-\begin{xcb}{Exercises}
-\begin{enumerate}
-\item A finite lattice $L$ is modular if{f} it does not
-contain a pentagon.\label{E:pentagon}
-\item Can the numbers of covering pairs in
-Exercise~\ref{E:pentagon} be increased?\label{E:increased}
-\end{enumerate}
-\end{xcb}
-
-% 3.5 Proof environment
-
-\begin{proof}
- This is the proof, delimited by the q.e.d. symbol.
-\end{proof}
-
-\begin{proof}[Necessity]
- This is the proof of necessity.
-\end{proof}
-
-\begin{proof}
-Now the proof follows from the equation
-\[
- a^2 = b^2 + c^2.\qedhere
-\]
-\end{proof}
-
-
-% 3.7 Tabular environment
-
-\begin{tabular}{ | l | r | r | r | }
- \hline
- Name & 1 & 2 & 3 \\ \hline
- Peter & 2.45 & 34.12 & 1.00\\ \hline
- John & 0.00 & 12.89 & 3.71\\ \hline
- David & 2.00 & 1.85 & 0.71\\ \hline
-\end{tabular}
-
-\begin{table}
- \begin{center}
- \begin{tabular}{ || l | r | r | r || }
- \hline
- Name & 1 & 2 & 3 \\ \hline
- Peter & 2.45 & 34.12 & 1.00\\ \hline
- John & 0.00 & 12.89 & 3.71\\ \hline
- David & 2.00 & 1.85 & 0.71\\ \hline
- \end{tabular}
- \caption{Tabular table}\label{Ta:first}
- \end{center}
-\end{table}
-
-\begin{tabular}{r||l|l|l|l|l|l|l|l|l|l|} \hline \hline
- & 0 & 1 & 2 & 3 & 4 & 5 & 6 & 7 & 8 & 9\\\hline
-
-0& \symbol{0} &\symbol{1}&\symbol{2}&\symbol{3}&
-\symbol{4}&\symbol{5}&\symbol{6}&\symbol{7}&
-\symbol{8}&\symbol{9}\\ \hline
-
-.........
-
-120& \symbol{120} &\symbol{121}&\symbol{122}&\symbol{123}&
-\symbol{124}&\symbol{125}&\symbol{126}&\symbol{127} & & \\ \hline
-\end{tabular}
-
-% More column formatting commands
-
-\begin{tabular}{r @{.} l}
- 3&78\\
- 4&261\\
- 4
-\end{tabular}
-
-\begin{tabular}{ || p{1in} | r | r | r || }\hline
- Name & 1 & 2 & 3 \\ \hline
- Peter & 2.45 & 34.12 & 1.00\\ \hline
- John & 0.00 & 12.89 & 3.71\\ \hline
- David & 2.00 & 1.85 & 0.71\\ \hline
-\end{tabular}
-
-% Refinements
-
-\begin{table}
- \begin{center}
- \begin{tabular}{ || l | r | r | r || } \hline
- Name & 1 & 2 & 3\\ \hline
- Peter & 2.45 & 34.12 & 1.00\\ \hline
- John & \multicolumn{3}{c ||}{\emph{absent}}\\ \hline
- David & 2.00 & 1.85 & 0.71\\ \hline
- \end{tabular}
- \caption{Floating table with
- $\backslash$\texttt{multicolumn}}
- \label{Ta:cline}
- \end{center}
-\end{table}
-
-\begin{table}
- \begin{center}
- \begin{tabular}{ || c c | c | r || } \hline
- Name & Month & Week & Amount\\ \hline
- Peter & Jan. & 1 & 1.00\\ \cline{3-4}
- & & 2 & 12.78\\ \cline{3-4}
- & & 3 & 0.71\\ \cline{3-4}
- & & 4 & 15.00\\ \cline{2-4}
- & \multicolumn{2}{| l}{Total: } & 29.49\\ \hline
- John & Jan. & 1 & 12.01\\ \cline{3-4}
- & & 2 & 3.10\\ \cline{3-4}
- & & 3 & 10.10\\ \cline{3-4}
- & & 4 & 0.00\\ \cline{2-4}
- & \multicolumn{2}{| l}{Total: } & 25.21\\ \hline
- \multicolumn{3}{|| l}{Grand Total:} & 54.70\\ \hline
- \end{tabular}
- \caption{Floating table with
- $\backslash$\texttt{multicolumn} and
- $\backslash$\texttt{cline}}
- \label{Ta:multicol}
- \end{center}
-\end{table}
-
-\begin{center}
- \begin{tabular}{ | r | c | c | } \hline
- & \textbf{Area} & \textbf{Students}\\ \hline
- \textbf{5th Grade}: & 63.4 \mbox{m$^{2}$} & 22\\ \hline
- \textbf{6th Grade}: & 62.0 \mbox{m$^{2}$} & 19 \\ \hline
- \textbf{Overall}: & 62.6 \mbox{m$^{2}$} & 20\\ \hline
- \end{tabular}
-\end{center}
-
-% Style and size environments
-
-\begin{flushright}
- The \begin{bfseries}simplest\end{bfseries}
- text environments set the
- printing style and size.\\
- The commands and the environments have similar names.
-
-\end{flushright}
-
-% 9.6 Custom lists
-
-% 9.6.2 The list environment
-
-\noindent Here are the most important \LaTeX\ rules about
-spaces in text, sentences, and paragraphs:
-\begin{list}{$\diamondsuit$}{\setlength{\leftmargin}{.5in}
- \setlength{\rightmargin}{.5in}}
- \item \textbf{Rule 1:} Two or more spaces in text are
- the same as one.
- \item \textbf{Rule 2:} A blank line (that is, two end-of-line
- characters separated only by blanks and tabs) indicates
- the end of a paragraph.
-\end{list}
-Rules 1 and~2 make typing and copying very convenient.
-
-\noindent Here are the most important \LaTeX\ rules about
-spaces in text, sentences, and paragraphs:
-\begin{list}{}{\setlength{\leftmargin}{.5in}
- \setlength{\rightmargin}{.5in}}
- \item[\textbf{Rule 1:}] Two or more spaces in text are
- the same as one.
- \item[\textbf{Rule 2:}] A blank line (that is, two
- end-of-line characters separated only by blanks and tabs)
- indicates the end of a paragraph.
-\end{list}
-Rules 1 and~2 make typing and copying very convenient.
-
-% Using counters
-
-Here are the most important \LaTeX\ rules about spaces in text,
-sentences, and paragraphs:
-\newcounter{spacerule}
-\begin{list}{\textbf{Rule \arabic{spacerule}:}}
- {\setlength{\leftmargin}{.5in}
- \setlength{\rightmargin}{.5in}
- \usecounter{spacerule}}
-\item Two or more spaces in text are
-the same as one.
-\item A blank line (that is, two end-of-line
-characters separated only by blanks and tabs) indicates the end
-of a paragraph.
- \end{list}
-Rules~1 and 2 make typing and copying very convenient.
-
-% 9.6.3 Two complete examples
-
-% Example 1
-
-Here are the most important \LaTeX\ rules about spaces in text,
-sentences, and paragraphs:
-\newcounter{spacerule}
-\begin{list}{\upshape \bfseries Rule \arabic{spacerule}:}
- {\setlength{\leftmargin}{1.5in}
- \setlength{\rightmargin}{.6in}
- \setlength{\labelwidth}{1.0in}
- \setlength{\labelsep}{.2in}
- \setlength{\parsep}{0.5ex plus 0.2ex minus 0.1ex}
- \setlength{\itemsep}{0ex plus 0.2ex minus 0ex}
- \usecounter{spacerule}
- \itshape}
-\item Two or more spaces in text are the same as one.
-\item A blank line (that is, two end-of-line characters
-separated only by blanks and tabs) indicates the end
-of a paragraph.
-\end{list}
-Rules~1 and 2 make typing and copying very convenient.
-
-\newenvironment{myrules}
- {\begin{list}
- {\upshape \bfseries Rule \arabic{spacerule}:}
- {\setlength{\leftmargin}{1.5in}
- \setlength{\rightmargin}{.6in}
- \setlength{\labelwidth}{1.0in}
- \setlength{\labelsep}{.2in}
- \setlength{\parsep}{0.5ex plus 0.2ex minus 0.1ex}
- \setlength{\itemsep}{0ex plus 0.2ex minus 0ex}
- \usecounter{spacerule}
- \itshape} }
- {\end{list}}
-
-% Example 2
-
-\begin{list}{}
- {\setlength{\leftmargin}{30pt}
- \setlength{\rightmargin}{0pt}
- \setlength{\itemindent}{14pt}
- \setlength{\labelwidth}{40pt}
- \setlength{\labelsep}{5pt}
- \setlength{\parsep}{0.5ex plus 0.2ex minus 0.1ex}
- \setlength{\itemsep}{0ex plus 0.2ex minus 0ex}}
- \item[\textbf{sentence}\hfill] is a group of words terminated
- by a period, exclamation point, or question mark.
- \item[\textbf{paragraph}\hfill] is a group of sentences
- terminated by a blank line or by the \com{par} command.
-\end{list}
-
-% 9.7 Custom formats
-
-\input tmplatex.ltx
-\documentclass{article}
-\usepackage{amssymb,latexsym,amsmath}
-\dump
-\end{verbatim}
-On the other hand, the
-\doc{sampartu.tex}\amssamplefileindex{sampartu.tex} article is a
-little more complex:
-\begin{verbatim}
-\input tmplatex.ltx
-\documentclass{amsart}
-\usepackage{amssymb,latexsym}
-\usepackage{lattice}
-
-\theoremstyle{plain}
-\newtheorem{theorem}{Theorem}
-\newtheorem{corollary}{Corollary}
-\newtheorem{lemma}{Lemma}
-\newtheorem{proposition}{Proposition}
-
-\theoremstyle{definition}
-\newtheorem{definition}{Definition}
-
-\theoremstyle{remark}
-\newtheorem*{notation}{Notation}
-
-\numberwithin{equation}{section}
-
-\newcommand{\Prodm}[2]{\gP(\,#1\mid#2\,)}
- % product with a middle
-\newcommand{\Prodsm}[2]{\gP^{*}(\,#1\mid#2\,)}
- % product * with a middle
-\newcommand{\vct}[2]{\vv<\dots,0,\dots,\overset{#1}{#2},%
-\dots,0,\dots>}% special vector
-\newcommand{\fp}{\F{p}}% Fraktur p
-\newcommand{\Ds}{D^{\langle2\rangle}}
-\dump