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* First steps exporting to tex
@ 2021-04-03  9:31 Ypo
2021-04-03 10:15  Martin Steffen
 (3 more replies)
0 siblings, 4 replies; 13+ messages in thread
From: Ypo @ 2021-04-03  9:31 UTC (permalink / raw)
To: emacs-orgmode

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Good morning

through LaTeX. I have been some hours trying to start, with little
result, but I hope that once established a *workflow* the results will
come and the new invested time will be directed just to get better and
better results.

My doubts:

a. As first step for my workflow, it seems convenient to use a
"template" with the LaTeX preambles. So maybe the many existing
LaTeX templates can be used quickly with orgmode. I found several
options and opinions. Which one is the best way?

1.   #+SETUPFILE: template.setup -> doesn't seem the ideal way,
because the template.setup file must be modified adding
#+latex_class to each of the lines.
2.   template.tex -> this could be added to the SETUPFILE:
#+LATEX_HEADER: \input{template.tex}. But it seems to have no
effect on the PDF output. BTW, I can't use emacs HOME path (~/)
in the input header, like \input{~//export//template.tex}. This
is my template.tex file content:
\usepackage{fancyhdr}
\thispagestyle{fancy}
Student ID: 1234\\
Course: IDB 601 (Fall 2020)}
3. Another friend told me that .sty templates were the best way.
4. I see some people that create customized LaTeX classes and add
the desired class to the orgmode buffer.
5. Also we can see this intricate transformation of a LaTeX
template into orgmode. How to Migrate LaTeX Template into
org-mode
<https://github.com/Literate-DevOps/literate-programming-tutorials/blob/master/how-to/00-convert-latex-template-into-org-mode-template/how-to-migrate-latex-template-into-org-mode.org#how-to-migrate-latex-template-into-org-mode>
6. ...

b. I think that in a good integration, every character shown on
orgmode should be exported into the PDF output. For example "CENTRE
LINE SYMBOL": ℄
How can this integration be done?

I have more doubts, but I will keep reading and trying to solve them

Best regards

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^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-03  9:31 First steps exporting to tex Ypo
@ 2021-04-03 10:15  Martin Steffen
2021-04-04 11:04    Ypo
2021-04-03 10:43  Dr. Arne Babenhauserheide
 (2 subsequent siblings)
From: Martin Steffen @ 2021-04-03 10:15 UTC (permalink / raw)
To: Ypo; +Cc: emacs-orgmode

>>>>> "Ypo" == Ypo  <ypuntot@gmail.com> writes:

Ypo> Good morning

Ypo> my path through LaTeX. I have been some hours trying to start,
Ypo> with little result, but I hope that once established a
Ypo> *workflow* the results will come and the new invested time will
Ypo> be directed just to get better and better results.

Ypo> My doubts:

Ypo>  a. As first step for my workflow, it seems convenient to use a
Ypo> "template" with the LaTeX preambles. So maybe the many existing

Ypo> LaTeX templates can be used quickly with orgmode. I found
Ypo> several options and opinions. Which one is the best way?

I say my advice as a "LaTeX-first" person (i.e., I was familiar with
LaTeX before org was around. When I discovered org, which I found
useful in many ways, so I tried to familiarize myself also to find out
how I could make it useful in tandem with latex.

So, for me, stuff that works well in LaTeX, I did not port for myself to
org, things where org helps me to make better use of latex, I tried to
figure out.

For you, being familiar with org, but not (yet) with latex, you may

For the "preamble" of a latex document, the general setup that comes
_before_ \begin{document} and before any output is generated, I use
native latex using  instructions like

I often separate the preamble from macros. preamble.tex is (for me) the
and corresponding adapations or settings for that package). macros.tex is
things I define using \newcommand (or \def or \newenvironment or
similar)

As far controlling input is concerned, I also rely on latex-specific
setting (outside org, also outside emacs), things like environment
settings like $TEXINPUT, a path-specification, where one can control where LaTeX finds (additional) stylefiles, outside of the standard load-path''. Thus, I often try to avoid to use hardcoded things, like >>> \input{~//export//template.tex} I would use \input{template} (".tex" is not needed) and I make sure, the templatex.tex file is included in the$TEXINPUTS-path. Typically, the
current directory "./"  should be included by default (and stuff from
the latex-installation is also routinely found)

BTW: also when working with pics (with includegraphs), there is a
variable (inside latex) that controls where to find figures. So, what I
typically would to is things like

\usepackage{graphicx}
\graphicspath{{./figures/}}

That specifies that the pics for \includegrapic are found in a direcory
figures, and then I would use

\includegraphics[width=4cm]{jpgfigure}

not jpgfigure.jpg; \includegraphics can figure it out, if it's a PDF or
a jpg; it would also chose ps, if you don't use pdflatex, but latex (I
still prefer the xdvi-viewer as faster and more fluent to navigate, I
never like any PDF viewer when doing latex, only at the end, I generate
the PDF).

One can of course inline'' all that inside org (like doing a
\newcommand inside org'', it's just I prefer to keep all the stuff in
one (or more) latex files; for those parts I rely on latex (since org
does not bring much additional value to the table for the premable
stuff, at least for me)

Martin

Ypo> 1 #+SETUPFILE: template.setup -> doesn't seem the ideal way,
Ypo> because the template.setup file must be modified adding
Ypo> #+latex_class to each of the lines.  2 template.tex -> this
Ypo> \input{template.tex}. But it seems to have no effect on the PDF
Ypo> output. BTW, I can't use emacs HOME path (~/) in the input
Ypo> header, like \input{~//export//template.tex}. This is my
Ypo> template.tex file content: \usepackage{fancyhdr}
Ypo> \thispagestyle{fancy}
Ypo> Name: Name\\ Student ID: 1234\\ Course: IDB 601 (Fall 2020)} 3
Ypo> Another friend told me that .sty templates were the best way.
Ypo> 4 I see some people that create customized LaTeX classes and
Ypo> add the desired class to the orgmode buffer.  5 Also we can see
Ypo> this intricate transformation of a LaTeX template into
Ypo> orgmode. How to Migrate LaTeX Template into org-mode 6 ...

Ypo>  b. I think that in a good integration, every character shown
Ypo> on orgmode should be exported into the PDF output. For example
Ypo> "CENTRE LINE SYMBOL": ℄ How can this integration be done?

Ypo>  I have more doubts, but I will keep reading and trying to
Ypo> solve them

Ypo>  Best regards

^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-03  9:31 First steps exporting to tex Ypo
2021-04-03 10:15  Martin Steffen
@ 2021-04-03 10:43  Dr. Arne Babenhauserheide
2021-04-03 12:10  Juan Manuel Macías
2021-04-03 13:31  Tim Cross
3 siblings, 0 replies; 13+ messages in thread
From: Dr. Arne Babenhauserheide @ 2021-04-03 10:43 UTC (permalink / raw)
To: Ypo; +Cc: emacs-orgmode

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Hi Ypo,

Ypo <ypuntot@gmail.com> writes:

> through LaTeX. I have been some hours trying to start, with little
> result, but I hope that once established a *workflow* the results will
> come and the new invested time will be directed just to get better and
> better results.
>
> My doubts:
>
>    a. As first step for my workflow, it seems convenient to use a
>    "template" with the LaTeX preambles. So maybe the many existing
>    LaTeX templates can be used quickly with orgmode. I found several
>    options and opinions. Which one is the best way?
>
>
>     1.   #+SETUPFILE: template.setup -> doesn't seem the ideal way,
>        because the template.setup file must be modified adding
>        #+latex_class to each of the lines.
>     2.   template.tex -> this could be added to the SETUPFILE:
>        #+LATEX_HEADER: \input{template.tex}. But it seems to have no

I use
#+LATEX_HEADER: \input{ews30setup} % pointing to ews30setup.tex

in the org-file, I export, not a setupfile.

Alternatively you can use #+INCLUDE: template.org
to grab more than just the org-setup.

For an example, see
https://hg.sr.ht/~arnebab/draketo/browse/software/wisp.org?rev=31bb4a1fb49c#L1

#+INCLUDE: ../org-templates/level-1.org

This pulls the actual content of the file:
https://hg.sr.ht/~arnebab/draketo/browse/org-templates/level-1.org?rev=31bb4a1fb49c

There is also a setupfile at the bottom:
https://hg.sr.ht/~arnebab/draketo/browse/software/wisp.org?rev=31bb4a1fb49c#L1632

#+setupfile: ../org-templates/level-1-software.org

This only pulls the changed org-mode settings:
https://hg.sr.ht/~arnebab/draketo/browse/org-templates/level-1-software.org?rev=31bb4a1fb49c

#+HTML_HEAD_EXTRA: <style type="text/css">.tab-software {background-color: #fffbf8 !important; opacity: 1.0; box-shadow: 0px -5px 7px -2px gray;}</style>

>     3. Another friend told me that .sty templates were the best way.

I don’t yet have sufficient hold of that. To date I’m using the
memoir-class to get the styling I need — where I use styling (that’s not
the draketo site, but the ews document).

>     5. Also we can see this intricate transformation of a LaTeX
>        template into orgmode. How to Migrate LaTeX Template into
>        org-mode
>        <https://github.com/Literate-DevOps/literate-programming-tutorials/blob/master/how-to/00-convert-latex-template-into-org-mode-template/how-to-migrate-latex-template-into-org-mode.org#how-to-migrate-latex-template-into-org-mode>
>     6. ...
>
>
>    b. I think that in a good integration, every character shown on
>    orgmode should be exported into the PDF output. For example "CENTRE
>    LINE SYMBOL": ℄
>         How can this integration be done?

Have a look at \DeclareUnicodeCharacter:
https://www.draketo.de/light/english/emacs/char-not-setup-latex

See

Best wishes,
Arne
--
Unpolitisch sein
heißt politisch sein
ohne es zu merken

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^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-03  9:31 First steps exporting to tex Ypo
2021-04-03 10:15  Martin Steffen
2021-04-03 10:43  Dr. Arne Babenhauserheide
@ 2021-04-03 12:10  Juan Manuel Macías
2021-04-03 13:31  Tim Cross
3 siblings, 0 replies; 13+ messages in thread
From: Juan Manuel Macías @ 2021-04-03 12:10 UTC (permalink / raw)
To: Ypo; +Cc: orgmode

Hi Ypo,

I think that, as a starting point, the concepts that belong to Org and
those that belong to LaTeX should be separated.

Ypo writes:

> [...]
> 2  template.tex -> this could be added to the SETUPFILE:
>   #+LATEX_HEADER: \input{template.tex}. But it seems to have no effect
>   on the PDF output. BTW, I can't use emacs HOME path (~/) in the

The keyword #+LaTeX_Header pass literal LaTeX commands in a single line
to thepreamble. The LaTeX \input{...} command should follow the path of
the file you want include, but I see that you are indicating the path
with a double //. The correct way is \input{~/export/template.tex}

> 3 Another friend told me that .sty templates were the best way.

A *.sty file is what is known in LaTeX jargon as a "package", and it
would come to be the equivalent of what is a *.el file in Emacs,
/mutatis mutandis/. In a sty file you can put whatever you want, but a
different syntax must be used and these files are subject to a series of
good practices. Therefore, a sty file is more indicated to introduce
'heavy' code that you want reuse in other documents (defined commands
and macros, etc.). In short, what comes to be a package ;-) At the user
level, and unless you want to write your own package (see:
https://www.overleaf.com/learn/latex/Writing_your_own_package), it is
almost never necessary.

> 4 I see some people that create customized LaTeX classes and add the
>   desired class to the orgmode buffer.

Great care must be taken here. One thing is a LaTeX class, which is
something laborious and complex to write, and another thing what Org
understands for a LaTeX class :-) Classen and the class concept are a
essential component for LaTeX, as a class is the first thing you must
declare in a preamble with the command \documentclass{}. There are the
standard classes (article, book and others) and other ones, more
specialized. A class changes globally the behavior of the document and
all LaTeX commands as \section, \subsection and many more, and add its
own commands.

A 'LaTeX class' for Org is a light translation of the above. It is
actually "what type of LaTeX document you want to get".

You can easily define your own LaTeX 'classes' for Org documents. For
example: I have an 'empty class', to be able to add the entire preamble,
without Org charging me anything before the \begin{document}

'("empty"
"[NO-DEFAULT-PACKAGES]
[PACKAGES]
[EXTRA]"
("\\section{%s}" . "\\section*{%s}")
("\\subsection{%s}" . "\\subsection*{%s}")
("\\subsubsection{%s}" . "\\subsubsection*{%s}")
("\\paragraph{%s}" . "\\paragraph*{%s}")
("\\subparagraph{%s}" . "\\subparagraph*{%s}")))

And I have in my ~/.emacs:

(setq org-latex-default-class "empty")
(setq org-latex-default-packages-alist nil)
(setq org-latex-packages-alist nil)
(setq org-latex-hyperref-template nil)

My advice, as has already been commented here, is that you get familiar
with LaTeX for a while, and then see how you can fit LaTeX in your Org
workflow, if that's more productive for you.

Best regards,

Juan Manuel

^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-03  9:31 First steps exporting to tex Ypo
(2 preceding siblings ...)
2021-04-03 12:10  Juan Manuel Macías
@ 2021-04-03 13:31  Tim Cross
2021-04-03 16:55    Diego Zamboni
From: Tim Cross @ 2021-04-03 13:31 UTC (permalink / raw)
To: emacs-orgmode

Ypo <ypuntot@gmail.com> writes:

> Good morning
>
> After reading your interesting advices, I've decided to start my path through LaTeX. I have been some hours trying to start, with little result, but I
> hope that once established a *workflow* the results will come and the new invested time will be directed just to get better and better results.
>
> My doubts:
>
>  a. As first step for my workflow, it seems convenient to use a "template" with the LaTeX preambles. So maybe the many existing LaTeX
>  templates can be used quickly with orgmode. I found several options and opinions. Which one is the best way?
>
> 1  #+SETUPFILE: template.setup -> doesn't seem the ideal way, because the template.setup file must be modified adding #+latex_class to each of
>  the lines.
> 2  template.tex -> this could be added to the SETUPFILE: #+LATEX_HEADER: \input{template.tex}. But it seems to have no effect on the PDF
>  output. BTW, I can't use emacs HOME path (~/) in the input header, like \input{~//export//template.tex}. This is my template.tex file content:
>  \usepackage{fancyhdr}
>  \thispagestyle{fancy}
>  Student ID: 1234\\
>  Course: IDB 601 (Fall 2020)}
> 3 Another friend told me that .sty templates were the best way.
> 4 I see some people that create customized LaTeX classes and add the desired class to the orgmode buffer.
> 5 Also we can see this intricate transformation of a LaTeX template into orgmode. How to Migrate LaTeX Template into org-mode
> 6 ...
>
>  b. I think that in a good integration, every character shown on orgmode should be exported into the PDF output. For example "CENTRE LINE
>  SYMBOL": ℄
>      How can this integration be done?
>
>  I have more doubts, but I will keep reading and trying to solve them
>
>  Best regards

Why do you think you need any of this for your 'first steps'. Start by
just writing your org file and exporting it to latex or pdf. Then, once
you have your first document, see what you think needs changing and come
back and ask advice on what you need to do to make the changes you want.
In your first document, don't use any latex commands, header options or
anything else - just write your document using standard org mode.

Org already sets up a reasonable starting default. Once you know what
the default is, then we can discuss what you may need to change. For
many documents, you may not need to change much at all and you may not
need any templates - for example, you will likely want to change the
margin sizes (this is a common request) or you may want to see what some
of the other 'standard' latex document classes are like. All of this can
be achieved with just minor configuration of org mode.

The org export to latex only needs to be as complicated as you need it
to be. Org has variables which can be used to add/remove things from the
preamble and once you have those configured, you don't have to put
anything in the org file itself. Start simple and add as you find a need
rather than try to start with something complex which might not be
necessary.

--
Tim Cross

^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-03 13:31  Tim Cross
@ 2021-04-03 16:55    Diego Zamboni
2021-04-03 17:07      William Denton
From: Diego Zamboni @ 2021-04-03 16:55 UTC (permalink / raw)
To: Tim Cross; +Cc: Org-mode

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>
>
> The org export to latex only needs to be as complicated as you need it
> to be. Org has variables which can be used to add/remove things from the
> preamble and once you have those configured, you don't have to put
> anything in the org file itself. Start simple and add as you find a need
> rather than try to start with something complex which might not be
> necessary.
>

I fully agree with Tim here - don't make things more complicated than
necessary! Start with standard Org and the standard export, see how it
works and adjust from there. At the far end you can end up with a custom
exporter based on ox-latex, but which gives special meanings to certain
elements - this is what I ended up with for my CV in ox-awesomecv (
https://gitlab.com/zzamboni/org-cv/-/tree/awesomecv), but this was after a
lot of experimentation and playing with the default Org exporters.
Ultimately it depends on what type of document you are producing, so there
can be no single all-encompassing solution.

But really, start simple. Org and LaTeX are both complex enough as they are.

--Diego

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^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-03 16:55    Diego Zamboni
@ 2021-04-03 17:07      William Denton
2021-04-03 17:49        Juan Manuel Macías
From: William Denton @ 2021-04-03 17:07 UTC (permalink / raw)
To: Org-mode

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On 3 April 2021, Diego Zamboni wrote:

> I fully agree with Tim here - don't make things more complicated than
> necessary! Start with standard Org and the standard export, see how it
> works and adjust from there.

It's amazing what the combination of Org and LaTeX can do without any extra
customization.  Now, it takes a good deal of skill to get them installed and
know how to use them.  You can't just point a Google Drive user to a link and
say, "Install this, it's easy."

But once you have them, you can make a simple Org document with a TITLE, a NAME,
text, nothing fancy—and then you export it to PDF and it looks like a published
book or journal article!  When I first started doing that it amazed me.  I
suppose I'm used to it now, but it is wonderful.

Bill
--
William Denton :: Toronto, Canada   ---   Listening to Art: https://listeningtoart.org/
https://www.miskatonic.org/         ---   GHG.EARTH: https://ghg.earth/
Caveat lector.                      ---   STAPLR: https://staplr.org/

^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-03 17:07      William Denton
@ 2021-04-03 17:49        Juan Manuel Macías
2021-04-03 18:36          Jean Louis
From: Juan Manuel Macías @ 2021-04-03 17:49 UTC (permalink / raw)
To: William Denton; +Cc: orgmode

William Denton writes:

> [...] and it looks like a published book or journal article!

Something similar I thought, in my student days, when at the early '90 I
saw a document printed in word perfect, just because it had a book
typeface (Times Roman), footnotes and many more fancy stuff. It looked
/almost/ like a book.

With LaTeX something similar happens for the user who is not trained in
professional typesetting. TeX as a typographic engine makes an excellent
work at the 'physical' level, but as we say in Spain, the trees do
not let us see the forest. A LaTeX document produced from standard way
will need (likely) a lot of fine tuning, and a solid typographic culture
acquired by those who check it out.

On the other hand, I think that if an Org user is going to export often
to LaTeX, he should know LaTeX reasonably well. I do not say that he
become a LaTeXpert, but at least the user should have clear which
concepts are from Org and which concepts are from LaTeX. The LaTeX
packages you may need as you want to do more complex things, and how to
use those packages. Etc. On the Org side there are many and excellent
resources to control the export process. But in any translation process
you have to know the source language (Org) and what can be expressed in
the final language (LaTeX) and how. And the the same happens if the
output is HTML, Epub or whatever. I think Org is an excellent tool, full
of possibilities (maybe a lot of them don't explored yet) and wonderful
things, but it is not magic, although its logo is an unicorn ;-)

Best regards,

Juan Manuel

^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-03 17:49        Juan Manuel Macías
@ 2021-04-03 18:36          Jean Louis
2021-04-03 20:46            Juan Manuel Macías
From: Jean Louis @ 2021-04-03 18:36 UTC (permalink / raw)
To: Juan Manuel Macías; +Cc: William Denton, orgmode

* Juan Manuel Macías <maciaschain@posteo.net> [2021-04-03 20:51]:
> William Denton writes:
>
> > [...] and it looks like a published book or journal article!
>
> Something similar I thought, in my student days, when at the early '90 I
> saw a document printed in word perfect, just because it had a book
> typeface (Times Roman), footnotes and many more fancy stuff. It looked
> /almost/ like a book.
>
> With LaTeX something similar happens for the user who is not trained in
> professional typesetting. TeX as a typographic engine makes an excellent
> work at the 'physical' level, but as we say in Spain, the trees do
> not let us see the forest. A LaTeX document produced from standard way
> will need (likely) a lot of fine tuning, and a solid typographic culture
> acquired by those who check it out.

TeX and LaTeX must be prime chose who need professional typesetting.
Org mode offers limited insight into powers of LaTeX.

Org offers quick document creation by using LaTeX and LaTeX may be
used to extend Org. It cannot satisfy all people by default. Each
person may need customization.

Do you have a specific remark on what would be major wrong with the
default LaTeX export from your viewpoint?

For me, I like larger letters and more space on paper. I find it
narrow and not enough legible. But that is not typographically
technical comment.

> On the other hand, I think that if an Org user is going to export often
> to LaTeX, he should know LaTeX reasonably well.

Opposite may be said as well. Exporting to LaTeX may be just a side
effect in order to create a PDF file. Org user may not need nothing
about LaTeX. Even if exporting is often, Org user need not know
nothing about LaTeX. Other converter like pandoc' also offer
conversion to LaTeX and user need not know nothing about it. That is
the beauty. It does not help the professional though, as professional
must know all the specific details.

> I do not say that he
> become a LaTeXpert, but at least the user should have clear which
> concepts are from Org and which concepts are from LaTeX. The LaTeX
> packages you may need as you want to do more complex things, and how to
> use those packages. Etc. On the Org side there are many and excellent
> resources to control the export process. But in any translation process
> you have to know the source language (Org) and what can be expressed in
> the final language (LaTeX) and how.

What you describe relates to advanced LaTeX users who need good
quality or who have special needs. Average Org user who knows that Org
can export to LaTeX will rather use it as side effect in order to get
PDF file.

>  And the the same happens if the
> output is HTML, Epub or whatever. I think Org is an excellent tool, full
> of possibilities (maybe a lot of them don't explored yet) and wonderful
> things, but it is not magic, although its logo is an unicorn ;-)

It is not magic. Yet integration provided by developers brought it to
point that simple Org file, text file, can be quickly converted into
nice PDF documents. It does not matter if files are edited remotely on
mobile devices by using any kind of editor, once file is processed by
Emacs and exported it becomes universally accepted.

--
Jean

Take action in Free Software Foundation campaigns:
https://www.fsf.org/campaigns

Sign an open letter in support of Richard M. Stallman
https://rms-support-letter.github.io/

^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-03 18:36          Jean Louis
@ 2021-04-03 20:46            Juan Manuel Macías
0 siblings, 0 replies; 13+ messages in thread
From: Juan Manuel Macías @ 2021-04-03 20:46 UTC (permalink / raw)
To: Jean Louis; +Cc: orgmode

Hi Jean Louis,

Jean Louis writes:

> Do you have a specific remark on what would be major wrong with the
> default LaTeX export from your viewpoint?
>
> For me, I like larger letters and more space on paper. I find it
> narrow and not enough legible. But that is not typographically
> technical comment.

It would be too long to comment here... The flaws of a typical LaTeX
ouput could be divided into formal defects and orthotypographic defects.
It's not LaTeX's fault (actually TeX and LaTeX represent the greatest
advance in typography since Gutenberg); the problem is that a book needs
a lot of fixes before reaching the printing press. And everything also
depends on each type of book and each book in particular: typography is
the science of exceptions. Luckily, TeX offers a lot of resources and
packages for fine tuning, and LuaTeX even more. I invite you to read the
documentation of these two packages: impnattypo
(https://www.ctan.org/pkg/impnattypo) and lua-typo
(https://www.ctan.org/pkg/lua-typo) where a part of these issues is
discussed.

Anyway, I am not saying that all average users should become experts in
typesetting. I just wanted emphasize that LaTeX is /just/ the tool (like
linotypes and monotypes were in his time) but LaTeX does not do
everything, although his standard output is of very good
quality compared to other systems. But that is so because TeX works very
well, it justifies very well the paragraphs, etc.

> [...]
> Org user may not need nothing about LaTeX. Even if exporting is often,
> Org user need not know nothing about LaTeX. Other converter like
> pandoc' also offer conversion to LaTeX and user need not know nothing

An average Org user does not need to know almost anything about LaTeX if
what he wants is just to produce /simple/ PDF documents. I agree. But
when he wants to do more complex things, he will need to know how to do
them in LaTeX and how to do them also from Org (in case he wants to
continue working in Org: even I work in Org when I do professional
typesetting, because for me Org is, among other things, the /almost/
perfect interface for LaTeX). If Org users get covered eyes with LaTeX
and LaTeX processes, then they will end up filling the Org forums with
questions that should rather be asked in the LaTeX forums (I am not
saying that it should not be asked here, but if no one knows anything
about LaTeX, no one could give answers to problems that are related to
LaTeX and not to Org). Let's imagine this hypothetical case:

User X enters the Org forum Z and asks: "How can I export to PDF with a
two colums layout?"

The correct answer is on the LaTeX side: "you have to use the multicol
package (and read the package documentation, if fine-tuning is
required)",

Once the LaTeX oracle has given its answer, the Org oracle will declare
that a multicols environment can be created in Org with a special block:

#+begin_src org
,#+ATTR_LaTeX: :options {2}
,#+begin_multicols
.............
,#+end_multicols
#+end_src

Best regards,

Juan Manuel

^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-03 10:15  Martin Steffen
@ 2021-04-04 11:04    Ypo
2021-04-04 11:36      Juan Manuel Macías
2021-04-05  5:05      Tim Cross
0 siblings, 2 replies; 13+ messages in thread
From: Ypo @ 2021-04-04 11:04 UTC (permalink / raw)
To: emacs-orgmode

[-- Attachment #1: Type: text/plain, Size: 8063 bytes --]

>>>>>>> El 03/04/2021 a las 18:00, emacs-orgmode-request@gnu.org escribió:

> Message: 34
> Date: Sun, 04 Apr 2021 00:31:24 +1100
> To:emacs-orgmode@gnu.org
> Subject: Re: First steps exporting to tex
> Message-ID:<871rbr7ag1.fsf@gmail.com>
> Content-Type: text/plain; charset=utf-8
>
>
> Why do you think you need any of this for your 'first steps'. Start by
> just writing your org file and exporting it to LaTeX or pdf. Then, once
> you have your first document, see what you think needs changing and come
> back and ask advice on what you need to do to make the changes you want.
> In your first document, don't use any LaTeX commands, header options or
> anything else - just write your document using standard org mode.
>
> Org already sets up a reasonable starting default. Once you know what
> the default is, then we can discuss what you may need to change. For
> many documents, you may not need to change much at all and you may not
> need any templates - for example, you will likely want to change the
> margin sizes (this is a common request) or you may want to see what some
> of the other 'standard' LaTeX document classes are like. All of this can
> be achieved with just minor configuration of org mode.
>
> The org export to LaTeX only needs to be as complicated as you need it
> to be. Org has variables which can be used to add/remove things from the
> preamble and once you have those configured, you don't have to put
> anything in the org file itself. Start simple and add as you find a need
> rather than try to start with something complex which might not be
> necessary.
>
> -- Tim Cross

Hi Tim

I have been exporting from orgmode to PDF time ago, but very basic PDFs,
playing with some basic options of orgmode. When I tried to produce a
meeting minute with a logo in the heading, I decided that I should learn
better a way of exporting, because the minute meeting was a first
challenge, but many more would come. For example, for that task I
started with this code, which I think it goes far beyond what the "LaTeX
Defaults" can offer (I must yet "play around" a lot with it):

#+BEGIN_SRC

#+options: toc:nil
#+options: num:1
#+options: d:nil
#+export_file_name: BORRAR

#+begin_export LaTeX
\thispagestyle{fancy}
CORPORATIVA/IMAGEN CORPORATIVA 2018/DEFINITIVO ANAGRAMAS/SELLO1_grueso.png}}
Student ID: 1234\\
Course: IDB 601 (Fall 2020)}
#+end_export
#+END_SRC

The buffer I exported my meeting notes from has much more information
which is not related with meetings nor with the logo. So I foresaw 3
things:

1. A fast cluttering of the buffers with LaTeX headings would happen,
more packages.
2. A need for flexibility to be able to export different kinds of
documents from the same buffer, ideally achieved just by changing a
line (or few lines) in the buffer. Although, from my example, it
seems that ~#+begin_export...~ contents can't be added in that way.
3. A great potential if it were possible to use already existing, and
well curated, LaTeX templates frictionless through orgmode.

I find quite useful to analyse the default generated TeX file though.

Best regards

>>>>>>> El 03/04/2021 a las 12:15, Martin Steffen escribió:

Good morning, Martin

> For the "preamble" of a latex document, the general setup that comes
> _before_ \begin{document} and before any output is generated, I use
> native latex using  instructions like
>
> #+BEGIN_SRC
> #+END_SRC

Thanks for your input. I'll keep with that.

> As far controlling input is concerned, I also rely on latex-specific
> setting (outside org, also outside emacs), things like environment
> settings like $TEXINPUT, a path-specification, where one can control > where LaTeX finds (additional) stylefiles, outside of the standard > load-path''. > > Thus, I often try to avoid to use hardcoded things, like > > >>> \input{~//export//template.tex} > > I would use \input{template} (".tex" is not needed) and I make sure, the > templatex.tex file is included in the$TEXINPUTS-path. Typically, the
> current directory "./"  should be included by default (and stuff from
> the latex-installation is also routinely found)
Thanks. But I can read in this post:

https://tex.stackexchange.com/questions/93712/definition-of-the-texinputs-variable

that ~\$TEXINPUT~ could give some problems with LuaLaTeX, could it be? It
seems important, since LuaLaTeX is the safe recommendation of our
mailing list pal Juan Manuel Macías [maciaschain@...].

>>>>>>> El 03/04/2021 a las 12:43, Dr. Arne Babenhauserheide escribió:

A pleasure, Arne.

> Alternatively you can use #+INCLUDE: template.org
> to grab more than just the org-setup.
And there you show me a different way: ~#+INCLUDE,~ "competing" with
~\input{}~. What would be the difference?

> Have a look at \DeclareUnicodeCharacter:
> https://www.draketo.de/light/english/emacs/char-not-setup-latex
Does that mean that some symbols must be declared one by one in order to
be exported using LaTeX?

>>>>>>> El 03/04/2021 a las 14:10, Juan Manuel Macías escribió:

Hi, Juan Manuel :-)

> The correct way is \input{~/export/template.tex}
I've already tried that. But it doesn't seem to understand the HOME
directory ~~/~. At least at Windows.

> A *.sty file is what is known in LaTeX jargon as a "package", and it
> would come to be the equivalent of what is a *.el file in Emacs,
> /mutatis mutandis/. In a sty file you can put whatever you want, but a
> different syntax must be used and these files are subject to a series of
> good practices. Therefore, a sty file is more indicated to introduce
> 'heavy' code that you want reuse in other documents (defined commands
> and macros, etc.). In short, what comes to be a package ;-) At the user
> level, and unless you want to write your own package (see:
> https://www.overleaf.com/learn/latex/Writing_your_own_package), it is
> almost never necessary.
So I will keep myself far away from .sty by now.

> Great care must be taken here. One thing is a LaTeX class, which is
> something laborious and complex to write, and another thing what Org
> understands for a LaTeX class :-) Classen and the class concept are a
> essential component for LaTeX, as a class is the first thing you must
> declare in a preamble with the command \documentclass{}. There are the
> standard classes (article, book and others) and other ones, more
> specialized. A class changes globally the behavior of the document and
> all LaTeX commands as \section, \subsection and many more, and add its
> own commands.
>
> A 'LaTeX class' for Org is a light translation of the above. It is
> actually "what type of LaTeX document you want to get".
>
> You can easily define your own LaTeX 'classes' for Org documents. For
> example: I have an 'empty class', to be able to add the entire preamble,
> without Org charging me anything before the \begin{document}
>       '("empty"
>          "[NO-DEFAULT-PACKAGES]
>          [PACKAGES]
>          [EXTRA]"
>          ("\\section{%s}" . "\\section*{%s}")
>          ("\\subsection{%s}" . "\\subsection*{%s}")
>          ("\\subsubsection{%s}" . "\\subsubsection*{%s}")
>          ("\\paragraph{%s}" . "\\paragraph*{%s}")
>          ("\\subparagraph{%s}" . "\\subparagraph*{%s}")))
>
> And I have in my ~/.emacs:
>
> (setq org-latex-default-class "empty")
> (setq org-latex-default-packages-alist nil)
> (setq org-latex-packages-alist nil)
> (setq org-latex-hyperref-template nil)
Thanks for your class. I suppose that "nulls" the orgmode LaTeX export
defaults, so you can control it completely.

Thank you all

[-- Attachment #2: Type: text/html, Size: 12095 bytes --]

^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-04 11:04    Ypo
@ 2021-04-04 11:36      Juan Manuel Macías
2021-04-05  5:05      Tim Cross
1 sibling, 0 replies; 13+ messages in thread
From: Juan Manuel Macías @ 2021-04-04 11:36 UTC (permalink / raw)
To: Ypo; +Cc: orgmode

Ypo writes:
> I've already tried that. But it doesn't seem to understand the HOME
> directory ~~/~. At least at Windows.

I haven't touched Windows for a thousand years :-), but maybe this thread
https://stackoverflow.com/questions/13584118/how-to-write-a-path-with-latex

best regards,

Juan Manuel

^ permalink raw reply	[flat|nested] 13+ messages in thread

* Re: First steps exporting to tex
2021-04-04 11:04    Ypo
2021-04-04 11:36      Juan Manuel Macías
@ 2021-04-05  5:05      Tim Cross
1 sibling, 0 replies; 13+ messages in thread
From: Tim Cross @ 2021-04-05  5:05 UTC (permalink / raw)
To: emacs-orgmode

> Hi Tim

> I have been exporting from orgmode to PDF time ago, but very basic PDFs, playing with some basic options of orgmode. When I tried to produce a
> meeting minute with a logo in the heading, I decided that I should learn better a way of exporting, because the minute meeting was a first
> challenge, but many more would come. For example, for that task I started with this code, which I think it goes far beyond what the "LaTeX
> Defaults" can offer (I must yet "play around" a lot with it):

> #+BEGIN_SRC

> #+options: toc:nil
> #+options: num:1
> #+options: d:nil
> #+export_file_name: BORRAR

> #+begin_export LaTeX
> \thispagestyle{fancy}
> ANAGRAMAS/SELLO1_grueso.png}}
> Student ID: 1234\\
> Course: IDB 601 (Fall 2020)}
> #+end_export
> #+END_SRC

> The buffer I exported my meeting notes from has much more information which is not related with meetings nor with the logo. So I foresaw 3 things:

> 1 A fast cluttering of the buffers with LaTeX headings would happen, as I will learn more about LaTeX and I will want to add more and more
>  packages.
> 2 A need for flexibility to be able to export different kinds of documents from the same buffer, ideally achieved just by changing a line (or few lines)
>  in the buffer. Although, from my example, it seems that ~#+begin_export...~ contents can't be added in that way.
> 3 A great potential if it were possible to use already existing, and well curated, LaTeX templates frictionless through orgmode.

> I find quite useful to analyse the default generated TeX file though.

> Best regards

OK, now I understand your objectives a bit more there are a couple of
things I would recommend.

Org is already fully setup to provide a clean and consistent way to do
much of what you are currently achieving with export latex blocks and
which can avoid much of the clutter in your org files. The way you are
customizing the latex etc is OK for 'one off' type hacks, but isn't the
best solution for crating a standard format.

Have a look at the documentation for org-latex-classes. In this
variable, you can define your own 'pseudo' classes, which you can then
use in your org file with a simple #+LATEX_CLASS: line. This will take
care of all the preamble stuff, plus more (it uses other org variables,
such as ones for listing default 'usepackage' lines and other preamble
lines, so read the documentation carefully).

So, you could add a 'meeting' class to that variable and when you need
to do an org file for meetings, just add #+LATEX_CLASS; meeting at the

This is what I did for my 'work' class, which produces documents
that included my employers logo, branding colours, fonts, font sizes,
heading formats etc. Now when I need to produce a work document, I just
add the #+LATEX_CLASS: header and then just write a normal org file. I
actually had a number of these custom 'class' definitions.

Really nice thing is that if I find something needs to be tweaked or
changed, I just have to fix the org-latex-classes and related
definitions and know that if I re-export any of my org files that use
them, they will all get the fix (no need to edit each individual org
file to apply the fix).

--
Tim Cross

^ permalink raw reply	[flat|nested] 13+ messages in thread

end of thread, other threads:[~2021-04-05  5:27 UTC | newest]

2021-04-03  9:31 First steps exporting to tex Ypo
2021-04-03 10:15  Martin Steffen
2021-04-04 11:04    Ypo
2021-04-04 11:36      Juan Manuel Macías
2021-04-05  5:05      Tim Cross
2021-04-03 10:43  Dr. Arne Babenhauserheide
2021-04-03 12:10  Juan Manuel Macías
2021-04-03 13:31  Tim Cross
2021-04-03 16:55    Diego Zamboni
2021-04-03 17:07      William Denton
2021-04-03 17:49        Juan Manuel Macías
2021-04-03 18:36          Jean Louis
2021-04-03 20:46            Juan Manuel Macías

Code repositories for project(s) associated with this inbox:

https://git.savannah.gnu.org/cgit/emacs/org-mode.git

This is a public inbox, see mirroring instructions
for how to clone and mirror all data and code used for this inbox;
as well as URLs for read-only IMAP folder(s) and NNTP newsgroup(s).


text:
# Thevenin's theorem on Capacitor.

1 vote
37 views

The time constant of the circuit shown is:

I found $R_{th}=\dfrac{3R}{5}$ by following method :

We short-circuit the batteries to calculate Thevenin's equivalent resistance across $C$ hence $2R\parallel 2R=R$ which is parallel with $\dfrac{R}{2}+R=\dfrac{3R}{2}\implies R_{th}=R\parallel \dfrac{3R}{2}=\dfrac{3R}{5}$
So time constant $\tau=\dfrac{3RC}{5}$

But $\tau=\dfrac{RC}{2}$, given. Where I went wrong?

asked Oct 7, 2018
edited Oct 7, 2018

## 1 Answer

1 vote

Best answer

The mistake you have made is to replace the EMF labelled $2E$ with an open circuit. If you replace it with a short-circuit then the vertical resistance $R$ and the internal resistance $R$ are both shorted out - there is no resistance between F and G.

It is a good idea to re-draw the circuit after shorting the EMFs :

The EMF labelled $E, R$ cannot be shorted because it appears to have an internal resistance of $R$. There is no indication that the EMF labelled $2E$ has any internal resistance. When this is shorted there is no resistance between the points F and G. Points F, G, H are then at the same potential, so the 3 resistors $R$ (horizontal), $2R$ (diagonal) and $2R$ (vertical) are in parallel.

The resistance between A and B is therefore $\frac12 R$.

answered Oct 7, 2018 by (28,806 points)
selected Oct 8, 2018 by n3
If potential difference across a resistor is zero then we don't consider that, right?
If the potential difference across a resistor is zero then there is a short-circuit. It has zero resistance. It is the same as an ideal wire.

format: plain


text:
## Monday, November 19, 2012

### Emacs 24 and imap

I upgraded to emacs 24 from emacs 23. I had a problem with gnus and getting mail via imap, which I couldn't immediately find a solution to via the usual mechanism of googling the error message.

It turns out that changing the value of gnus-secondary-select-methods from:
((nnimap "mail"))
to

((nnimap "mail"
(nnimap-stream network)))

did the trick.


text:
# Difference between revisions of "Atmosphere"

The atmosphere of a celestial body slows the movement of any object passing through it, a force known as atmospheric drag (or simply drag). An atmosphere also allows for aerodynamic lift. The celestial bodies with atmospheres are the planets Moho, Eve, Kerbin, Duna and Jool, as well as Laythe, a moon of Jool.

Atmospheric pressure diminishes exponentially with increasing altitude. An atmosphere's scale height is the distance over which atmospheric pressure changes as a factor of e, or 2.718. For example, Kerbin's atmosphere has a scale height of 5000 m, meaning the atmospheric pressure at altitude n is 2.718 times greater than the pressure at altitude n + 5000.

Atmospheres vary in temperature. In many cases this has no bearing on gameplay, but Moho's atmosphere is extremely hot, causing engines to overheat easily and ships to self-destruct at high velocities.

Atmosphere allows aerobraking and easier landing. When atmosphere contains oxygen, it allows jet engines to work. However, atmosphere makes taking off from a planet more difficult and increases a stable orbit altitude.

## Drag

In the game, the force of atmospheric drag (FD) is modeled as follows:[1]

${\displaystyle F_{D}=0.5\,\rho \,v^{2}\,m\,d\,A}$

where ρ is the atmospheric density (kg/m3), v is the ship's velocity (m/s), m is the ship's mass (kg), d is the coefficient of drag (dimensionless), and A is the cross-sectional area (m2).

ρ can be derived from atmospheric pressure (p), which in turn is given by a formula on a planet's wiki page:

${\displaystyle \rho =p\cdot 1.2230948554874\cdot 0.008}$

The coefficient of drag (d) is calculated as the mass-weighted average of the max_drag values of all parts on the ship. For most ships without deployed parachutes, d will be very near 0.2, since this is the max_drag value of the vast majority of parts.

Note that the game does not calculate the ship's cross-sectional area (A) and assumes a value of 1 instead. This means the net force of drag on a spacecraft is unaffected by the width or orientation of a spacecraft, even if the spacecraft has very large wings. (Wings do affect the force of lift, however.)

## Terminal velocity

The terminal velocity of an object falling through an atmosphere is the velocity at which the force of gravity is equal to the force of drag. Terminal velocity changes as a function of altitude. Given enough time, an object falling into the atmosphere will slow to terminal velocity and then remain at terminal velocity for the rest of its fall.

Terminal velocity is important because:

1. It describes the amount of velocity which a spacecraft must burn away when it is close to the ground.
2. It represents the speed at which a ship should be traveling upward during a fuel-optimal ascent.

The force of gravity (FG) is:

${\displaystyle F_{G}=m\,a=m\,{\frac {GM}{r^{2}}}}$

where m is still the ship's mass, G is the gravitational constant, M is the mass of the planet, and r is the distance from the center of the planet to the falling object.

To find terminal velocity, we set FG equal to FD:

${\displaystyle m\,{\frac {GM}{r^{2}}}=0.5\,\rho \,v^{2}\,m\,d\,A}$
${\displaystyle {\frac {GM}{r^{2}}}=0.5\,\rho \,v^{2}\,d\,A}$
${\displaystyle v=v_{T}={\sqrt {\frac {2\,GM}{r^{2}\,\rho \,d\,A}}}}$

Assuming d is 0.2 (which is a good approximation, provided parachutes are not in use) and given that A is 1, this simplifies to:

${\displaystyle v_{T}={\sqrt {\frac {10\,GM}{r^{2}\,\rho }}}}$

### Examples

Altitude (m) vT (m/s)
Moho Eve Kerbin Duna Jool Laythe
0 Expression error: Unexpected < operator. 58.385 100.13 212.41 23.124 115.62
100 Expression error: Unexpected < operator. 58.783 101.01 214.21 23.162 116.32
1000 Expression error: Unexpected < operator. 62.494 109.30 231.16 23.508 122.83
10000 Expression error: Unexpected < operator. 115.27 240.52 495.18 27.272 211.77


text:
Jekyll supports the use of Markdown with inline HTML tags which makes it easier to quickly write posts with Jekyll, without having to worry too much about text formatting. A sample of the formatting follows.

Tables have also been extended from Markdown:

Content Cell Content Cell
Content Cell Content Cell

Here’s an example of an image, which is included using Markdown:

Highlighting for code in Jekyll is done using Base16 or Rouge. This theme makes use of Rouge by default.

Type on Strap uses KaTeX to display maths. Equations such as $S_n = a \times \frac{1-r^n}{1-r}$ can be displayed inline.

Alternatively, they can be shown on a new line:


text:
# residual Squared Coefficient of Variation (rCV²) vs Distance to Median (DM)

I am working with single cell RNA-seq data. I obtained the squared coefficient of variation (CV²) as a measure of gene expression variability:

$\frac{variance(gene)}{mean&space;(gene)^{2}}$

I want a metric to express gene expression noise that eliminates/takes into account the observed relationship between CV² of a gene and its mean expression so I can compare this metric across genes/conditions:

So far I have found two metrics that try to tackle this problem:

• Distance to median (DM):

A median-based trend is fitted to the log-transformed CV² against the log-transformed mean. The DM is defined as the residual from the trend for each gene. This statistic is a measure of the relative variability of each gene, after accounting for the empirical mean-variance relationship

• residual CV² (rCV²):

Fit between the mean log2 expression and CV² using a gamma generalised linear model as parametrisation then computing the absolute deviation of the CV² values from the fitted CV² values.

Do you have any clue about which metric is better or if there exists any other similar metrics?

There has been a lot of work done on this problem already, particularly these two papers:

https://www.biorxiv.org/content/10.1101/576827v2

https://www.biorxiv.org/content/10.1101/574574v1

You should do both. Distance to median (DM) is the most powerful transformation IMO.

The important feature of the coefficient of variation which is more famously known as the index of dispersion (sd2/mean) is if:

• IoD is approximately 1, the distribution is random (Poison),
• IoD <1 the distribution is a uniform distribution (very rare in biological systems)
• IoD >> 1 the distribution is skewed (clustered), such as a negative binomial distribution. This is common in biological systems.

An example of a uniform distribution are the distance between apple trees in an orchard. In general biological statistics IoD is rarely useful because many distributions are moderately over dispersed. This could be different however for transcriptomics. Thus if IoD results in a moderately skewed distribution you can comment on it, but its not worth taking further.

Distance to median appears to be a "non-parametric" standardisation and that is exactly what you are looking for here. Standardisation is a formal process of accommodating natural variation, e.g. time of day of the experiment, to extract the underlying trend. It is very common (in fact almost essential) in time series.


text:
# Chapter 2 - Chemical Compounds - Problem Solving Practice 2.6 - Page 57: c

Not likely to be found in a common ionic compound.

#### Work Step by Step

Strontium is a member of G-IIA and looses two electrons to form $Sr^{2+}$ ions.

After you claim an answer you’ll have 24 hours to send in a draft. An editor will review the submission and either publish your submission or provide feedback.


text:
# Please solve the q 51?

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The region D in the xy plane is the triangle with vertices (0,0) , (0,2) &nd (2,2). Sketch a diagram of the region D b) Show that dA =2(v2-11- Ift-j[ dA determine the possible interpretation of the value T....
##### Asma argues that we can recognize the effectiveness of Traditional Chinese Medicine (TCM) without accepting the...
Asma argues that we can recognize the effectiveness of Traditional Chinese Medicine (TCM) without accepting the causal theories of TCM. Explain what he means by this. Is it rational to take a prescribed medicine if one doesn’t believe in the science or causal theory behind it?...
##### A swimmer, capable of swimming at a speed of 1.60 m/s in still water (i.e., the...
A swimmer, capable of swimming at a speed of 1.60 m/s in still water (i.e., the swimmer can swim with a speed of 1.60 m/s relative to the water), starts to swim directly across a 2.67-km-wide river. However, the current is 1.40 m/s, and it carries the swimmer downstream. (a) How long does it take th...
##### A five-month-old Caucasian female is brought into the clinic as the parent complain that she has been having ongoing fo...
A five-month-old Caucasian female is brought into the clinic as the parent complain that she has been having ongoing foul-smelling , greasy diarrhea. She seems to be small for her age and a bit sickly but, her parent’s state that she has a huge appetite. Upon examination you find that the pati...
##### With appropriate illustration/equation (if any), give your comments on the truthfulness of the following statements: 1)The...
With appropriate illustration/equation (if any), give your comments on the truthfulness of the following statements: 1)The color of radiated photons can be varied by adding impurities into a semiconductor....
##### What is the volume of 1*ft^3 in cm^3?
What is the volume of 1*ft^3 in cm^3?...
##### 1 W 222 I 1 I M 1 51  [ 1 1 1 3 L 1 4 1 } E 1 1 8 3  { 1 V 1V 0 1 1 5[
1 W 222 I 1 I M 1 51  [ 1 1 1 3 L 1 4 1 } E 1 1 8 3  { 1 V 1V 0 1 1 5 [...
##### Listed below are student evaluation ratings of courses,where a rating of 5 is for "excellent." The ratings wereobtained at one university in a state. Construct a confidenceinterval using a90% confidence level. What does the confidence interval tellabout the population of all college students inthe state?3.9,3.1,3.7,5.0,3.1,3.9,3.5,4.7,4.3,4.2,4.6,3.6,3.2,3.7,4.0
Listed below are student evaluation ratings of courses, where a rating of 5 is for "excellent." The ratings were obtained at one university in a state. Construct a confidence interval using a 90% confidence level. What does the confidence interval tell about the population of all college s...
##### 3. (5 points) A 35 g mass tied to a string oscillates as a pendulum. A...
3. (5 points) A 35 g mass tied to a string oscillates as a pendulum. A student finds that 15 oscillations take 45 seconds. (acceleration due to gravity on the earth is 9.8 m/s) (a) Find the period of pendulum. (b) What is the length of the pendulum's string? (C) What is the period of the pendulu...
##### A friend of yours suggests that YOu should runJo + ~dB; + ~dF; + Ui3instead since this way YOu would be controlling for differences across countries besides face mask use_ and it would be easier to think of 72 as an estimate of whether face masks work: Do you agree with your friend? Why or why not.A different friend thinks what You are doing iv) is nuts "You are holding only one characteristic fixed (the country dummy). You should instead find bunch of X's for eachcountry and control f
A friend of yours suggests that YOu should run Jo + ~dB; + ~dF; + Ui3 instead since this way YOu would be controlling for differences across countries besides face mask use_ and it would be easier to think of 72 as an estimate of whether face masks work: Do you agree with your friend? Why or why not...
##### 1. Design a 3 bit sequential circuit using T flip flops and one input X. When...
1. Design a 3 bit sequential circuit using T flip flops and one input X. When X = 0 the state of the circuit remains the same. When X = 1 the circuit goes through state transition from 0 -> 6 -> 2 -> 3 -> 5 -> 0. Make the state table, state equation and state diagram. Need help trying...
##### SHORT ANSWER_ Write the word or phrase that best completes each statement or answers thhe questien 114) In the initial test of the Salk vaccine for polio, 400,000 children were selected and divided into two groups of 200,000. One group was vaccinated with the Salk vaccine while the placebo: Of those vaccinated with the Salk vaccine, 33 second group was vaccinated with Of those receiving the placebo, 115 later developed polio_ Testthe later developed Polio. vaccine is effective in lowering the Po
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##### Solve the equation Ax-b using the following LU factorization of A 5 %,u = 3 L = 2 4-[ ' 2 -3 5 -31 1/5 X =-1/50 None of- the answers is correct
Solve the equation Ax-b using the following LU factorization of A 5 %,u = 3 L = 2 4-[ ' 2 -3 5 -31 1/5 X = -1/5 0 None of- the answers is correct...
##### 2j. Select the correct conciusion.Republican governors pardoned significantly more convicled criminals Ihan Democratic goverorsRepublican governors pardoned significantly lewer convicted criminals than Democratic governorsNo evidence suggests republican governors pardoned significanly fewer convicted criminals than Democratc governorsNo evidence suggests republican governors pardoned significantly more convicled crminals than Democratic governorsQuestion 181 pts2k. What is thc Iast part of your
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##### At a coffee shop, 68% of all 6customers pay with a debit card.What is the probability that more than four of the next sixcustomers pay with a debit card?
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# Minimizing with Lagrange multipliers and Newton-Raphson

I am writing a program minimizing a real-valued non-linear function of around 90 real variables subject to around 30 non-linear constraints. I found handy explanation in CERN's Data Analysis BriefBook. I've implemented it and it works, but I am not able to derive how they obtained the equations at the bottom. Could anyone please explain how it can be achieved?

Trying to minimize $f(x_1,...,x_n)$ subject to $c_1(x_1,...,x_n) = ... = c_m(x_1,...,x_n) = 0$.

Reformulate as $$\partial F/\partial x_1 = \dots = \partial F/\partial x_n = \partial F/\partial\lambda_1 = \dots = \partial F/\partial\lambda_m = 0$$ for $$F(x_1,\dots,x_n,\lambda_1,\dots,\lambda_m) = f(x_1,\dots,x_n) - \lambda^T c(x_1,\dots,x_n)$$

Using Lagrange multipliers $\lambda$ and Newton-Raphson, they arrive at (1): $$A\Delta x - B^T\lambda = -a\\ B\Delta x = -c,$$ where $A$ is Hessian of $f$, $a = (\nabla f)^T$ is gradient of $f$ and $B=\nabla c$ is Jacobian of the constraints.

I can't seem to follow them. The way I understand it, they're applying Newton-Raphson to solve $\nabla F = 0$. I believe that $$\nabla F = \left(a - B^T \lambda \atop -c \right)$$ Then, we need to take derivative of $\nabla F$ for Newton-Raphson. First off, it seems to me they're only taking the derivative w.r.t. $x$ and not to $\lambda$. Why is that?

Even so, this would lead to (1) if the derivative of $\nabla F$ was $\left(A \atop -B\right)$. However, while it's true that $\nabla a = A$ and $\nabla c = B$, I can't understand where the term $-B^T\lambda$ vanished to.

Many thanks to anyone who could shed some light on this.

-


text:
Question

# The number of S-S bond in sulphur trioxide trimer is:A. 3B. 2 C. 1D. 0

Verified
91.8k+ views
Hint: As we know that sulphur trioxide trimer has the chemical formula $\left( {{S}_{3}}{{O}_{9}} \right)$. We can say it has nine oxygen atoms and three sulphur atoms. It is found that the chemical formula of sulphur trioxide is $S{{O}_{3}}$

- First of all let’s draw the structure of sulphur trioxide trimer $\left( {{S}_{3}}{{O}_{9}} \right)$-
- We can see in the above structure of sulphur trioxide trimer $\left( {{S}_{3}}{{O}_{9}} \right)$ that; all the three sulphur atoms are bonded to the oxygen atoms on all the sides. It is clear that there is no bond formation taking place in between the sulphur atoms.
Hence, we can conclude that the correct option is (d), that is the number of S-S bond in sulphur trioxide trimer $\left( {{S}_{3}}{{O}_{9}} \right)$ is 0.


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# Proof-verification: $\forall a \space \exists! r\in${0,…,n-1} with $a \equiv r\space (mod \space n)$

I am still in school but started studying on elementary-number-theory a bit. I hope someone can give suggestions on my try and also point out mistakes i have done.

I wanted to show the following:

Statement A: For every positive integer $a$ there is exactly one $r\in${0,...,n-1} with $a \equiv r\space (mod \space n)$

I tried to show this assuming $\neg A$.

Therefore we have atleast another r´ which fulfills the congruence $a \equiv r´\space mod \space n$

With $a \equiv b\space (mod \space n) \Longleftrightarrow n|(a-b)$ we get $n|(a-r)$ and $n|(a-r´)$

With the definition of divisibility we have $nq=a-r$ aswell as $np=a-r´$

Now we can see that:

$$nq+r=np+r´$$ $$n(q-p)=r´-r$$ And with $s=q-p$; $s \in \mathbb{Z}$ we get $$ns=r´-r$$ But since $r \wedge r´\in${o,...,n-1} we know that $(n-1)\geq |r´-r|\geq0$ which leads into a contradiction because $s$ needs to be $1> s\geq0$ which is not an integer. Altough if $s=0$ we also have $|r´-r|=0 \Longrightarrow p=q$ since $n(q-p)=r´-r$. And that shows that r is clearly defined.

What i am unsure about is the definition of $s$. Since it is defined as $q-p$ i hope that i can still say it is $\in \mathbb{N}$ because if $q\neq p$ and $q\geq p$ it should be.

Edit: As Hagen von Eitzen pointed out i missed out to show that a certain $r$ even exists

For that we have the definition of division with remainder which is

$a=qn+r$ ; $n>r\geq 0$

From there we have: $$a=qn+r$$ $$a-r=qn$$ $$n|(a-r)$$ which then turns to $a\equiv r$ (mod n) ;$n>r\geq 0$ which is the same as $r\in$ {0,...,n-1}

I am not sure if that is enough to show that there is atleast one $r$ existing for every $a$

• For one, you only have $s\in \Bbb Z$. Unless you assume (wlog.) that $r'\ge r$. - But most importantly you only show that there is at most one such $r$ when the task is to show that there is exactly one such $r$. – Hagen von Eitzen Nov 25 '15 at 16:06
• @HagenvonEitzen You are totally right here - really appreciate the help. But isnt my Statement on $\neg A$ wrong then - that there is atleast one other $r´$? – K. Hoffmann Nov 25 '15 at 16:13
• You did not prove $¬A$, you proved $¬B$, where B is "more than one such rs exist". So now you also have to prove C where C is "there's at least one such r" – peter.petrov Nov 25 '15 at 16:17


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• Corpus ID: 238743876

# Regular projections and regular covers in o-minimal structures

@inproceedings{Oudrane2021RegularPA,
title={Regular projections and regular covers in o-minimal structures},
author={M'hammed Oudrane},
year={2021}
}
In this paper we prove that for any definable subset $X\subset \mathbb{R}^{n}$ in a polynomially bounded o-minimal structure, with $dim(X)<n$, there is a finite set of regular projections (in the sense of Mostowski ). We give also a weak version of this theorem in any o-minimal structure, and we give a counter example in o-minimal structures that are not polynomially bounded. As an application we show that in any o-minimal structure there exist a regular cover in the sense of Parusi\'nski.

## References

SHOWING 1-10 OF 18 REFERENCES
AN INTRODUCTION TO O-MINIMAL GEOMETRY
Preface These notes have served as a basis for a course in Pisa in Spring 1999. A parallel course on the construction of o-minimal structures was given by A. Macintyre. The content of these notes
Regular subanalytic covers
• Astérisque
• 2016
Construction of sheaves on the subanalytic site
• Mathematics
• 2013
On a real analytic manifold M, we construct the linear subanalytic Grothendieck topology Msal together with the natural morphism of sites $\rho$ from Msa to Msal, where Msa is the usual subanalytic
Tame Topology and O-Minimal Structures
My goal is to give everyone a sense of the subject of o-minimality, and the literature on this topic has grown vast, so I will ignore a lot of things in order to get at issues relevant for this audience.
Transversality theorem in o-minimal structures
• T. L. Loi
• Mathematics
Compositio Mathematica
• 2008
Abstract In this paper we present Thom’s transversality theorem in o-minimal structures (a generalization of semialgebraic and subanalytic geometry). There are no restrictions on the
Verdier Stratifications and Thom Stratifications in O-minimal structures. Illinois
• J.Math
• 1998
Verdier Stratifications and ( w f )-Stratifications in o-minimal Structures
– We prove the existence of Verdier stratifications for sets definable in any o-minimal structure on (R, +, ·). It is also shown that the Verdier condition (w) implies the Whitney condition (b) in
Expansions of the Real Field with Power Functions
• Chris Miller
• Mathematics, Computer Science
Ann. Pure Appl. Log.
• 1994


text:
By Topic

# IEE Proceedings - Communications

## Filter Results

Displaying Results 1 - 10 of 10
• ### Intelligent location tracking strategy in PCS

Publication Year: 2000, Page(s):63 - 68
Cited by:  Papers (9)  |  Patents (2)
| | PDF (280 KB)

An alternative strategy (AS) for reducing location update signalling load has been proposed to improve the classical strategy (CS) used in the Global System for Mobile Communications (GSM). However, the AS is suitable only for long-term events and fixed movement tracks. Location tracking (paging) costs more when the mobile host (MH) changes movement habits or encounters short-term events. A novel ... View full abstract»

• ### Annealed neural network based multiuser detector in code division multiple access communications

Publication Year: 2000, Page(s):57 - 62
Cited by:  Papers (3)
| | PDF (264 KB)

An annealed neural network based multiuser detector in code division multiple access (CDMA) communications is presented. This detector combines features of the Hopfield neural network and simulated annealing. Unlike existing neural network based detectors, this detector does not need good initial estimates or optimal selection of network parameters. The BER performance of the proposed detector is ... View full abstract»

• ### Optimum delay and mean square error using a mixed crosscorrelation and constant modulus algorithm

Publication Year: 2000, Page(s):18 - 22
| | PDF (252 KB)

The performance of the constant modulus algorithm can suffer because of the existence of local minima with large mean squared error (MSE). The paper presents a new method to obtain the optimum MSE over all delays using a second equaliser with a mixed constant modulus and cross-correlation algorithm (CM-CCA). Proof of convergence is obtained for the noiseless case for a general symbol constellation... View full abstract»

• ### ATM-level performance analysis on a DS-CDMA satellite link using DTX

Publication Year: 2000, Page(s):47 - 56
Cited by:  Papers (1)
| | PDF (452 KB)

The authors present analysis and numerical results for ATM cell transmission over a DS-CDMA satellite link. An increase in capacity is achieved by using discontinuous transmission detection (DTX) for all on-off sources, thus exploiting the burstiness of ATM traffic. Three scenarios are analysed. System performance is expressed in terms of link efficiency, capacity and their relative increases. It ... View full abstract»

• ### Design of optimum M-PSK codes for Rayleigh fading channel

Publication Year: 2000, Page(s):13 - 17
Cited by:  Papers (2)  |  Patents (3)
| | PDF (216 KB)

A methodology for the design of M-PSK codes for the Rayleigh fading channel optimised for a specific target BER is proposed, using the framework of multilevel coded modulation. The principle is to equalise the BER at each stage of a multistage decoder. An 8-PSK code is designed which exceeds the performance of the code of Seshadri and Sundberg (1992) by 2.4 dB at BER=10-3 as well as 16-... View full abstract»

• ### Performance analysis method for optical codes in coherent optical CDMA networks

Publication Year: 2000, Page(s):41 - 46
Cited by:  Papers (2)
| | PDF (236 KB)

In the past, the selection of the address codes for coherent optical CDMA networks was carried out with the assumption that synchronisation at both sequence bit and data bit frame levels had been achieved throughout the networks at all times (totally synchronous (TS) systems). Establishing and maintaining global synchronisation requires costly and complex hardware. One way to alleviate this proble... View full abstract»

• ### Step-by-step decoding algorithm for Reed-Solomon codes

Publication Year: 2000, Page(s):8 - 12
Cited by:  Papers (7)  |  Patents (3)
| | PDF (216 KB)

A new step-by-step decoding algorithm for decoding Reed-Solomon codes over GF(2m) is presented. Based on several properties of the syndrome matrices, the new step-by-step decoding algorithm can directly determine whether every received symbol is an error locator. The detection of error location is based only on the determinant of a v×v syndrome matrix, where v is the number of err... View full abstract»

• ### DBG MANs and their routing performance

Publication Year: 2000, Page(s):32 - 40
Cited by:  Papers (2)
| | PDF (396 KB)

The authors propose the de Bruijn graph (dBG) as a topology for multi-hop lightwave networks and their hierarchical structures. Three routing algorithms that would progressively improve on the mean path length and network throughput-delay performance are studied under various topological variations and locality factors. The study shows that the performance of the bidirectional dBG networks and the... View full abstract»

• ### Design of trellis decoders for block-coded modulation schemes

Publication Year: 2000, Page(s):1 - 7
Cited by:  Papers (2)
| | PDF (332 KB)

Block-coded modulation (BCM) combines bandwidth-efficient modulation techniques with error-correction capabilities to allow efficient data transmission over mobile communication channels. The main shortcoming of BCM is the complex decoding process for which, until today, mainly suboptimum decoding methods are used, because existing approaches for trellis decoders are limited to a small subset of p... View full abstract»

• ### Proportionally fair pricing: dynamics, stability and pathology

Publication Year: 2000, Page(s):23 - 31
| | PDF (368 KB)

A potential key to the future control on the Internet of high quality-of-service traffic is dynamic pricing of bandwidth allocations, with proportional fairness' as one attractive possibility. For the first time to the authors' knowledge, small-changes' and complex frequency-domain techniques (as used in classical control theory) are used to study dynamics of the relationships between bid-prices... View full abstract»


text:
# Lesson 9

Technological Graphing

## 9.1: It Begins With Data (10 minutes)

### Warm-up

The mathematical purpose of this activity is to gain familiarity with entering data into a spreadsheet and to prepare students for finding statistics using technology.

### Launch

Arrange students in groups of 2. If students are using the digital version of the materials, show them how to open the GeoGebra spreadsheet app in the math tools. If students are using the print version of the materials, they can access the GeoGebra spreadsheet app at www.geogebra.org/spreadsheet. If they use a different technology, you may need to provide them with alternate instructions.

Make sure students input the data in one column, even though the data is represented in two columns in the task statement.

### Student Facing

Open a spreadsheet window and enter the data so that each value is in its own cell in column A.

2. If you entered the data in the order that the values are listed, the number 7 is in the cell at position A1 and the number 5 is in cell A5. List all of the cells that contain the number 13.
3. In cell C1 type the word “Sum”, in C2 type “Mean”, and in C3 type “Median”. You may wish to double-click or drag the vertical line between columns C and D to allow the entire words to be seen.
A
1 7
2 8
3 4
4 13
5 5
6 15
7 14
8 8
9 12
10 2
A
11 8
12 13
13 12
14 13
15 6
16 1
17 9
18 4
19 9
20 15

### Student Response

Student responses to this activity are available at one of our IM Certified Partners

### Activity Synthesis

The goal is to make sure that students know how to type data into a spreadsheet and to locate values in the spreadsheet by row and column. The locations will be referenced with spreadsheet functions in upcoming activities. Here are some questions for discussion.

• “What value is in cell A7?” (14)
• “What was interesting or challenging about this activity?” (I never knew that you could describe each cell in a spreadsheet using the row and column labels.)

## 9.2: Finding Spreadsheet Statistics (15 minutes)

### Activity

The mathematical purpose of this activity is to calculate statistics, create data displays, and to investigate how those change when values are added or removed from the data set. Monitor for students discussing the relationship between outliers and the measure of center.

### Launch

Keep students in the same groups. They will continue working using the spreadsheet they started in the previous activity.

Tell students that statistics are values that are calculated from data, such as the mean, median, or interquartile range.

Tell students that after they change the value in A1 to change the mean in the first set of questions, they should continue to use the changed value for the second set of questions rather than reset them to the values from the warm-up.

Note that GeoGebra is like any other computer program. It needs directions written in a specific way for it to execute a command. For example, if students forget to type the = symbol or don’t capitalize “Sum,” the formula won’t work. Ask students to pause after typing the formulas and ensure that cells D1, D2, and D3 display numbers for each statistic. If not, ask students to delete the contents of the cell and retype the formula, ensuring that they start with an = symbol and capitalize Sum, Mean, and Median.

Conversing: MLR 1 Stronger and Clearer Each Time. Use this routine to give students a structured opportunity to revise their initial draft of a response to the last question. Ask each student to meet with 2–3 other partners in a row for feedback. Provide students with prompts for feedback that will help them strengthen their ideas and clarify their language. For example, “Can you explain how the values changed when…?”, “You should expand on the relationship between the outliers and….”, etc. Afterward, invite students to build on their response, incorporating any feedback they received. Design Principle(s): Cultivate conversation
Action and Expression: Internalize Executive Functions. Chunk this task into more manageable parts to support students who benefit from support with organizational skills in problem solving. For example, present one set of questions at a time.
Supports accessibility for: Organization; Attention

### Student Facing

Using the data from the warm-up, we can calculate a few statistics and look at the data.

• Next to the word Sum, in cell D1, type =Sum(A1:A20)
• Next to the word Mean, in cell D2, type =Mean(A1:A20)
• Next to the word Median, in cell D3, type =Median(A1:A20)
1. What are the values for each of the statistics?
2. Change the value in A1 to 8. How does that change the statistics?
3. What value can be put into A1 to change the mean to 10.05 and the median to 9?

We can also use Geogebra to create data displays.

• Click on the letter A for the first column so that the entire column is highlighted.
• Click on the button that looks like a histogram to get a new window labeled One Variable Analysis .
• Click Analyze to see a histogram of the data.
1. Click the button $$\Sigma x$$ to see many of the statistics.
1. What does the value for n represent?
2. What does the value for $$\Sigma x$$ represent?
3. What other statistics do you recognize?
2. Adjust the slider next to the word Histogram. What changes?
3. Click on the button to the right of the slider to bring in another window with more options. Then, click the box next to Set Classes Manually and set the Width to 5. What does this do to the histogram?
4. Click the word Histogram and look at a box plot and dot plot of the data. When looking at the box plot, notice there is an x on the right side of box plot. This represents a data point that is considered an outlier. Click on the button to the right of the slider and uncheck the box labeled Show Outliers to include this point in the box plot. What changes? Why might you want to show outliers? Why might you want to include or exclude outliers?

### Student Response

Student responses to this activity are available at one of our IM Certified Partners

### Activity Synthesis

The purpose of this discussion is for students to create data displays using technology and to analyze what happens to the displays and the statistics when changes are made to the data set. Here are some questions for discussion.

• What happened to the statistics when you changed the value for A1 to 8 in the spreadsheet?” (When it was changed to 8, the mean increased slightly but the median stayed the same.)
• “Why did the mean increase?” (The sum of the data increased but the number of numbers stayed the same so the mean had to increase.)
• “Why did the median stay the same?” (Changing a 7 to an 8 in the data set did not change the middle numbers, 8 and 9, in the data set).
• “What did you notice when you changed the width of the classes for the histogram?” (This changed the intervals for each bar to a width of 5 and the data was resorted into those intervals.)

Select students who were previously identified as discussing the relationship between outliers and the measures of center. Ask, “what is the relationship between outliers and the measures of center?” (When outliers are present the median is the preferred measure of center because it is less impacted by outliers than the mean.)

## 9.3: Making Digital Displays (10 minutes)

### Activity

The mathematical purpose of this activity is for students to create data displays and calculate statistics using technology. Students plot the survey data they collected from a statistical question in a previous lesson.

### Launch

Arrange students in groups of two. Tell them that they will be using technology to create data displays and calculate statistics for data they collected from a survey question in a previous lesson.

Conversing, Representing, Writing: MLR 2 Collect and Display. As pairs are working, listen for and collect vocabulary, phrases, and methods students use for creating dot plots, boxplots, and histograms using technology, such as data set, skewed distribution, median, the box plot for the IQR. Consider grouping language for each data display in different areas, and be sure to include the spreadsheet formulas. Continue to update collected student language throughout the entire activity and the entire unit. Remind students to borrow language from the display as needed. This will help students to expand their notation of recursive definitions. Design Principle(s): Support sense-making; Maximize meta-awareness
Engagement: Develop Effort and Persistence. Provide prompts, reminders, guides, rubrics, checklists that focus on increasing the length of on-task orientation in the face of distractions. For example, create an exemplar dot plot highlighting specific features, such as the scale and labels, as well as calculations for the mean and median.
Supports accessibility for: Attention; Social-emotional skill

### Student Facing

Use the data you collected from the numerical, statistical question from a previous lesson. Use technology to create a dot plot, boxplot, and histogram for your data. Then find the mean, median, and interquartile range for the data.

### Student Response

Student responses to this activity are available at one of our IM Certified Partners

### Student Facing

#### Are you ready for more?

A stem and leaf plot is a table where each data point is indicated by writing the first digit(s) on the left (the stem) and the last digit(s) on the right (the leaves). Each stem is written only once and shared by all data points with the same first digit(s). For example, the values 31, 32, and 45 might be represented like:

$$\displaystyle \begin{array}{r|l l} 3 & 1 & 2\\ 4 & 5 \end{array}$$
Key: 3 | 1 means 31

A class took an exam and earned the scores:

86, 73, 85, 86, 72, 94, 88, 98, 87, 86, 85, 93, 75, 64, 82, 95, 99, 76, 84, 68

1. Use technology to create a stem and leaf plot for this data set.

2. How can we see the shape of the distribution from this plot?

3. What information can we see from a stem and leaf plot that we cannot see from a histogram?

4. What do we have more control of in a histogram than in a stem and leaf plot?

### Student Response

Student responses to this activity are available at one of our IM Certified Partners

### Anticipated Misconceptions

Students may lose one data display when they begin to create the next one. Explain to students that it is important to copy their solutions into a more permanent place so they can refer to it later.

### Activity Synthesis

The goal of this activity was for students to create graphs and find statistics using technology. Here are some questions for discussion.

• “What were some challenges that you faced using technology and how did you overcome them?” (I was not sure what buttons to press to get to the spreadsheet. I checked with my partner and figured it out.)
• “What width did you use for you histogram? Why?” (I used 5 because my data set has values ranging from 1 to 42. I could have used 10 but then I would have only had 5 bars.)
• “What is the appropriate measure of center for your data set?” (The median was appropriate because my data set has a skewed distribution.)
• “Which display allows you to calculate the IQR the most easily?” (The box plot because it displays Q1 and Q3.)
• “Can you find the median using your histogram?” (No, the data is grouped into intervals, so a histogram cannot be used to find the middle value for the median.)

## Lesson Synthesis

### Lesson Synthesis

The goal of this lesson is for students to display and investigate data using technology. Here are some questions for discussion.

• “How do you create data displays using technology?” (You type the data into the spreadsheet and then click the appropriate buttons.)
• “What are some advantages of using technology to display data and calculate statistics?” (You can easily switch between different data displays and you can change the intervals on histograms without having to sort through the data again. The advantage of having the technology calculate the statistics is that I can see how the statistics change as I enter or make changes to the data.)
• “When do you think it is appropriate to use technology to display data or to calculate statistics?” (Graphing technology makes it easier to determine the shape of a distribution. I might use it to determine the most appropriate measure of center for a data set. Using technology to calculate statistics makes sense to do in most situations because statistics are calculated using algorithms that can get complicated when there are many values in the data set. The chance of making a mistake while calculating statistics by hand makes using technology a good choice.)

## 9.4: Cool-down - What Are These Values? (5 minutes)

### Cool-Down

Cool-downs for this lesson are available at one of our IM Certified Partners

## Student Lesson Summary

### Student Facing

Data displays (like histograms or box plots) are very useful for quickly understanding a large amount of information, but often take a long time to construct accurately using pencil and paper. Technology can help create these displays as well as calculate useful statistics much faster than doing the same tasks by hand. Especially with very large data sets (in some experiments, millions of pieces of data are collected), technology is essential for putting the information into forms that are more easily understood.

A statistic is a quantity that is calculated from sample data as a measure of a distribution. Mean and median are examples of statistics that are measures of center. Mean absolute deviation (MAD) and interquartile range (IQR) are examples of statistics that are measures of variability. Although the interpretation must still be done by people, using the tools available can improve the accuracy and speed of doing computations and creating graphs.


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# Does MOND make good predictions?

Well, it does according to this preprint for certain scales.

What would be a simple way to explain MOND to a layman?

Does it ignore mainstream physics? How much?

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Related: physics.stackexchange.com/q/6561/2451 and links therein. – Qmechanic Dec 7 '13 at 18:03

## 3 Answers

The basic version of MOND pretty much only attempts to explain the rotation curves by postulating a modification of Newtonian gravity at accelerations smaller than a_0, and does a good job at that. However, many other observational facts (cluster dynamics, stability of spiral galaxies) still require large quantities of dark matter, as acknowledged by proponents of MOND themselves. The Bullet Cluster is the most dramatic evidence that some form of dark matter must exist and does not necessarily trace the baryonic matter distribution.

In regards to its relationship with physics: MOND does not attempt to reconcile with General Relativity, so it cannot do calculations regarding cosmology, gravitational lensing, etc. There is a theory called TeVeS by Bekenstein, which purports to be a relativistic generalization of MOND. I won't pretend I understand it or looked at it in any detail (maybe the value of TeVeS could be a nice question for GR experts). In any case, it has been criticized for yielding unstable solutions for stars, and is still not compatible with the dynamics of the Bullet Cluster.

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Good point about the bullet cluster +1 – user346 Feb 24 '11 at 6:22

Yes. The would appear to be the point of the paper you cite. It has been accepted for PRL apparently so that should lend it some credibility.

MOND - short for MOdified Newtonian Dynamics - is a phenomenological theory that was conceived of by Mordechai Milgrom in order to explain the huge discrepancy between the shapes of galaxy rotation curves as predicted by Newtonian theory and the actual shapes observed. A rotation curve is the plot of the orbital velocity of objects in the galaxy with respect to distance from the center:

The simplest statement of MOND is that it is a theory with a minimum acceleration scale $a_0 \sim 10^{-10} m/s^2$. When this scale is reached at some radius $r_0$ in a galaxy, objects appear to cease to respond to gravitational forces. Alternatively one could say that gravitational forces cannot generate an acceleration lower than $a_0$.

There are many critics of MOND. However, it has had remarkable success over the years. This paper is only the most recent evidence in its favor. MOND makes no claim to explaining the microscopic physics which leads to these effects. Compared to the LCDM model, MOND makes far fewer assumptions (only one, in fact) and thus has the benefit of being simpler.

The challenge for theories of quantum gravity is to either rule out MOND'ian behavior in weak fields or otherwise explain what gives rise to it. So far, none have even tackled the question in part due out of fear of being labeled "fringe" for associating with such rabble as MOND ;]

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Any reason for the down vote, other than "MOND is rubbish"? – user346 Feb 24 '11 at 2:51
Image is not working for some reason ... – user346 Feb 24 '11 at 3:31

It is mandatory that MOND is good at predictions. Specially the before mentioned paper (measuring galaxy rotation) will be a success ;)

It is a phenomenological theory i.e. MOND does not have a model and is accurate because it does data fit, on purpose. As long as galaxies do have a common underlying mechanism MOND will be good.

It is not really physics, it is statistics, accounting, cheating, and it should be forbidden because it can prevent us from progressing. I can say to myself: I do not know the answer, and I will keep looking. Physics, as an institution, can not admit: We dont know. And then Dark matter, MOND, ..., are expressions of our ignorance.
At least the Ptolomaic epicycles had a model, the Geocentric one.
Things will change as soon as you and the comunity can find the correct answer. Try googling "Galáxias e Atractores" and maybe you can find a nice reading.

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– Helder Velez Mar 3 '11 at 22:52