% 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: $$D^{\langle 2 \rangle} = \{\, \langle x_0, x_1 \rangle \mid x_0, x_1 \in D,\ x_0 = 0 \Rightarrow x_1 = 0 \,\}.$$ 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