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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