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diff --git a/Master/texmf-dist/doc/latex/mil3/textenv.tpl b/Master/texmf-dist/doc/latex/mil3/textenv.tpl new file mode 100644 index 00000000000..d8be2e806bc --- /dev/null +++ b/Master/texmf-dist/doc/latex/mil3/textenv.tpl @@ -0,0 +1,536 @@ +% 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 |