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