Difference between revisions of "User:Jon Awbrey/SCRATCHPAD"

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(→‎Epigraph Format: + example)
(→‎Epigraph Format: + example)
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==Epigraph Format==
 
==Epigraph Format==
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<br>
  
 
{| width="100%" cellpadding="0" cellspacing="0"
 
{| width="100%" cellpadding="0" cellspacing="0"
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| align="right" | &mdash; Walt Whitman, ''Leaves of Grass'', [Whi, 28]
 
| align="right" | &mdash; Walt Whitman, ''Leaves of Grass'', [Whi, 28]
 
|}
 
|}
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<br>
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{| align="center" border="0" cellpadding="0" cellspacing="0" style="text-align:left; width:90%"
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| colspan="3" | On either side the river lie
 +
|-
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| colspan="3" | Long fields of barley and of rye,
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|-
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| colspan="3" | That clothe the wold and meet the sky;
 +
|-
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| colspan="3" | And thro' the field the road runs by
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|-
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| width="10%" | &nbsp;
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| colspan="2" | To many-tower'd Camelot;
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|-
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| colspan="3" | And up and down the people go,
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|-
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| colspan="3" | Gazing where the lilies blow
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|-
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| colspan="3" | Round an island there below,
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|-
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| width="10%" | &nbsp;
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| colspan="2" | The island of Shalott.
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|-
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| width="10%" | &nbsp;
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| width="40%" | &nbsp;
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| Tennyson, ''The Lady of Shalott'', [Ten, 17]
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|}
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<br>
  
 
{| align="center" cellpadding="0" cellspacing="0" width="90%"
 
{| align="center" cellpadding="0" cellspacing="0" width="90%"
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| align="right" | Rousseau, ''Emile, or On Education'', [Rou1, 34&ndash;35]
 
| align="right" | Rousseau, ''Emile, or On Education'', [Rou1, 34&ndash;35]
 
|}
 
|}
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<br>
  
 
==Outline Form==
 
==Outline Form==

Revision as of 16:18, 18 December 2008

Greek

  ἐν ἀρχῇ

  Ἐν ἀρχῇ ἦν ὁ λόγος  

Template:Polytonic

Πάτερ ἡμῶν ὁ ἐν τοῖς οὐρανοῖς· ἁγιασθήτω τὸ ὄνομά σου·

Template:Polytonic

ἐλθέτω ἡ βασιλεία σου·

LOGOS

Epigraph Format


 

Out of the dimness opposite equals advance . . . .
     Always substance and increase,
Always a knit of identity . . . . always distinction . . . .
     always a breed of life.

  — Walt Whitman, Leaves of Grass, [Whi, 28]


On either side the river lie
Long fields of barley and of rye,
That clothe the wold and meet the sky;
And thro' the field the road runs by
  To many-tower'd Camelot;
And up and down the people go,
Gazing where the lilies blow
Round an island there below,
  The island of Shalott.
    Tennyson, The Lady of Shalott, [Ten, 17]


          In every sort of project there are two things to consider: first, the absolute goodness of the project; in the second place, the facility of execution.

          In the first respect it suffices that the project be acceptable and practicable in itself, that what is good in it be in the nature of the thing; here, for example, that the proposed education be suitable for man and well adapted to the human heart.

          The second consideration depends on relations given in certain situations — relations accidental to the thing, which consequently are not necessary and admit of infinite variety.

Rousseau, Emile, or On Education, [Rou1, 34–35]


Outline Form

  1. Item 1
    1. Item a
      1. Item i
      2. Item ii
      3. Item iii
    2. Item b
    3. Item c
  2. Item 2
  3. Item 3

Mathematical Symbols

\(\lessdot\) \lessdot
\(\gtrdot\) \gtrdot
\(:\!\lessdot\) :\lessdot
\(:\!\gtrdot\) :\gtrdot

Cactus TeX

\[X = \{\ (\!|u|\!)(\!|v|\!),\ (\!|u|\!) v,\ u (\!|v|\!),\ u v\ \} \cong \mathbb{B}^2.\]
\[X = \{\ \underline{(u)(v)},\ \underline{(u)~v},\ \underline{u~(v)},\ \underline{u~v}\ \} \cong \mathbb{B}^2.\]
\[X = \{\!\] (u)(v)\(,\) (u)v\(,\) u(v)\(,\) uv \(\} \cong \mathbb{B}^2.\)
\[X = \{\!\] (u)(v) \(,\) (u)v \(,\) u(v) \(,\) uv \(\} \cong \mathbb{B}^2.\)
\(X = \{\!\) (u)(v) \(,\) (u)v \(,\) u(v) \(,\) uv \(\} \cong \mathbb{B}^2.\)
\(X = \{\!\) (u)(v) , (u)v ,  u(v) , uv \(\} \cong \mathbb{B}^2.\)