remove permids

Author: oscarlevin

source/backmatter.ptx

@@ -1,19 +1,19 @@
 <?xml version="1.0" encoding="UTF-8"?>
 
-<backmatter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="backmatter" permid="mqL">
+<backmatter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="backmatter">
   <title>Backmatter</title>
 
   <xi:include href="peer-instruction.ptx" />
 
-  <solutions divisional="hint" permid="SxU">
+  <solutions divisional="hint">
     <title>Selected Hints</title>
   </solutions>
 
-  <solutions divisional="solution" permid="yFd">
+  <solutions divisional="solution">
     <title>Selected Solutions</title>
   </solutions>
 
-  <appendix permid="GjC">
+  <appendix>
     <title>List of Symbols</title>
     <notation-list />
   </appendix>
@@ -24,7 +24,7 @@
   </index>
 
   <colophon>
-    <p permid="eMm"> This book was authored in <pretext />. </p>
+    <p> This book was authored in <pretext />. </p>
   </colophon>
 </backmatter>
 

source/ch_additionalTopics.ptx

@@ -1,6 +1,6 @@
 <?xml version="1.0" encoding="UTF-8"?>
 
-<chapter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="ch_additionalTopics" permid="KTv">
+<chapter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="ch_additionalTopics">
   <title>Additional Topics</title>
   <xi:include href="sec_addtops-genfun.ptx"/>
   <xi:include href="sec_addtops-numbth.ptx"/>

source/ch_counting.ptx

@@ -1,39 +1,39 @@
 <?xml version="1.0" encoding="UTF-8"?>
 
-<chapter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="ch_counting" permid="raE">
+<chapter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="ch_counting">
   <title>Counting</title>
   <idx><h>counting</h></idx>
   <idx><h>enumeration</h><see>counting</see></idx>
-  <introduction permid="XhN">
-    <p permid="Unh">
+  <introduction>
+    <p>
       One of the first things you learn in mathematics is how to count.
       Now we want to count large collections of things quickly and precisely.
       For example:
 
-      <ul permid="DoW">
-        <li permid="jwf">
-          <p permid="bRG">
+      <ul>
+        <li>
+          <p>
             In a group of 10 people,
             if everyone shakes hands with everyone else exactly once,
             how many handshakes took place?
           </p>
         </li>
 
-        <li permid="PDo">
-          <p permid="HYP">
+        <li>
+          <p>
             How many ways can you distribute <m>10</m> girl scout cookies to <m>7</m> boy scouts?
           </p>
         </li>
 
-        <li permid="vKx">
-          <p permid="ofY">
+        <li>
+          <p>
             How many anagrams are there of <q>anagram</q>?
           </p>
         </li>
       </ul>
     </p>
 
-    <p permid="Auq">
+    <p>
       Before tackling questions like these,
       let's look at the basics of counting.
     </p>

source/ch_graphtheory.ptx

@@ -1,13 +1,13 @@
 <?xml version="1.0" encoding="UTF-8"?>
 
-<chapter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="ch_graphtheory" permid="gBz">
+<chapter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="ch_graphtheory">
   <title>Graph Theory</title>
-  <introduction permid="xzK">
-    <investigation permid="dGT">
+  <introduction>
+    <investigation>
     <idx><h>Seven Bridges of Königsberg</h></idx>
     <idx><h>Königsberg, Seven Bridges of</h></idx>
     <idx><h>puzzle</h><h>seven bridges</h></idx>
-      <p permid="uFe">
+      <p>
         In the time of Euler, in the town of Königsberg in Prussia,
         there was a river containing two islands.
         The islands were connected to the banks of the river by seven bridges
@@ -20,9 +20,9 @@
         Are you?
       </p>
 
-      <sidebyside width="80%" permid="YXa">
+      <sidebyside width="80%">
 
-        <image xml:id="gt-bridges-art" permid="fwg">
+        <image xml:id="gt-bridges-art">
 
           <latex-image>
             \begin{tikzpicture}[scale=0.9]
@@ -64,13 +64,13 @@
 
       </sidebyside>
     </investigation>
-    <p permid="aMn">
+    <p>
       Graph Theory is a relatively new area of mathematics,
       first studied by the super famous mathematician Leonhard Euler in 1735.
       Since then it has blossomed in to a powerful tool used in nearly every branch of science and is currently an active area of mathematics research.
     </p>
 
-    <p permid="GTw">
+    <p>
       The problem above, known as the
       <em>Seven Bridges of Königsberg</em>,
       is the problem that originally inspired graph theory.
@@ -80,7 +80,7 @@
     </p>
 
 
-      <image width = "20%" xml:id="gt-bridges-graph" permid="LDp">
+      <image width = "20%" xml:id="gt-bridges-graph">
         <latex-image>
           \begin{tikzpicture}[scale=0.9, yscale=.5]
             \draw (-1,-2) \v to [out=120, in=240] (-1,0) \v to [out=120, in=240] (-1,2) \v to [out=300, in=60] (-1,0) to [out=300, in=60] (-1,-2);
@@ -93,12 +93,12 @@
       </image>
 
 
-    <p permid="naF">
+    <p>
       There is an obvious connection between these two problems.
       Any path in the dot and line drawing corresponds exactly to a path over the bridges of Königsberg.
     </p>
 
-    <p permid="ThO">
+    <p>
       <idx><h>graph</h></idx>
       <idx><h>graph</h><h>vertex</h></idx>
       <idx><h>graph</h><h>edge</h></idx>
@@ -123,14 +123,14 @@
       <!-- This was the great insight that Euler had. -->
     </p>
 
-    <p permid="zoX">
+    <p>
       We will return to the question of finding paths through graphs later.
       But first, here are a few other situations you can represent with graphs:
     </p>
 
-    <example permid="MII">
+    <example>
       <statement>
-        <p permid="iqM">
+        <p>
           Al, Bob, Cam, Dan,
           and Euler are all members of the social networking website <em>Facebook</em>.
           The site allows members to be <q>friends</q> with each other.
@@ -139,8 +139,8 @@
           Represent this situation with a graph.
         </p>
       </statement>
-      <solution permid="JOc">
-        <p permid="Wcu">
+      <solution>
+        <p>
           Each person will be represented by a vertex and each friendship will be represented by an edge.
           That is, two vertices will be adjacent
           (there will be an edge between them)
@@ -150,7 +150,7 @@
 
 
 
-          <image width="20%" xml:id="gt-facebook" permid="rKy">
+          <image width="20%" xml:id="gt-facebook">
 
             <latex-image>
               \begin{tikzpicture}[scale=0.7]
@@ -165,17 +165,17 @@
       </solution>
     </example>
 
-    <example permid="sPR">
+    <example>
       <idx><h>houses and utilities puzzle</h></idx>
       <idx><h>puzzle</h><h>houses and utilities</h></idx>
       <statement>
-        <p permid="OxV">
+        <p>
           Each of three houses must be connected to each of three utilities.
           Is it possible to do this without any of the utility lines crossing?
         </p>
       </statement>
-      <solution permid="pVl">
-        <p permid="CjD">
+      <solution>
+        <p>
           We will answer this question later.
           For now, notice how we would ask this question in the context of graph theory.
           We are really asking whether it is possible to redraw the graph below without any edges crossing
@@ -184,7 +184,7 @@
           bottom row as the utilities.
         </p>
 
-        <image width="20%" xml:id="gt-k33" permid="XRH">
+        <image width="20%" xml:id="gt-k33">
 
           <latex-image>
             \begin{tikzpicture}[yscale=.8]

source/ch_intro.ptx

@@ -1,9 +1,9 @@
 <?xml version="1.0" encoding="UTF-8"?>
 
-<chapter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="ch_intro" permid="DYQ">
+<chapter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="ch_intro">
   <title>Introduction and Preliminaries</title>
-  <introduction permid="kfZ">
-    <p permid="Qni">
+  <introduction>
+    <p>
       Welcome to Discrete Mathematics.
       If this is your first time encountering the subject,
       you will probably find discrete mathematics quite different from other math subjects.

source/ch_logic.ptx

@@ -1,9 +1,9 @@
 <?xml version="1.0" encoding="UTF-8"?>
 
-<chapter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="ch_logic" permid="wur">
+<chapter xmlns:xi="http://www.w3.org/2001/XInclude" xml:id="ch_logic">
   <title>Symbolic Logic and Proofs</title>
-  <introduction permid="UXb">
-    <p permid="Bek">
+  <introduction>
+    <p>
       Logic is the study of consequence.
       Given a few mathematical statements or facts,
       we would like to be able to draw some conclusions.
@@ -27,7 +27,7 @@
       and from these we find a consequence of interest, our <em>conclusion</em>.
     </p>
 
-    <p permid="hlt">
+    <p>
       The problem is, as you no doubt know from arguing with friends,
       not all arguments are <em>good</em> arguments.
       A <q>bad</q> argument is one in which the conclusion does not follow from the premises,
@@ -39,14 +39,14 @@
       a consequence of a set of premises.
     </p>
 
-    <p permid="NsC">
+    <p>
       By the way, <q>argument</q> is actually a technical term in math (and philosophy,
       another discipline which studies logic):
     </p>
 
-    <assemblage permid="cBA">
+    <assemblage>
       <title>Arguments</title>
-      <p permid="tzL">
+      <p>
         An <term>argument</term>
             <idx><h>argument</h></idx>
         is a set of statements, one of which is called the <term>conclusion</term>
@@ -61,13 +61,13 @@
       </p>
     </assemblage>
 
-    <p permid="ZGU">
+    <p>
       For example, consider the following two arguments:
     </p>
 
-    <sidebyside permid="IIJ">
+    <sidebyside>
 
-      <tabular permid="yjE">
+      <tabular>
         <row>
           <cell/>
           <cell>If Edith eats her vegetables, then she can have a cookie.</cell>
@@ -84,9 +84,9 @@
 
     </sidebyside>
 
-    <sidebyside permid="oPS">
+    <sidebyside>
 
-      <tabular permid="eqN">
+      <tabular>
         <row>
           <cell/>
           <cell>Florence must eat her vegetables in order to get a cookie.</cell>
@@ -103,7 +103,7 @@
 
     </sidebyside>
 
-    <p permid="FOd">
+    <p>
       (The symbol <q><m>\therefore</m></q>
 
       <notation>
@@ -114,7 +114,7 @@
       means <q>therefore</q>)
     </p>
 
-    <p permid="lVm">
+    <p>
       Are these arguments valid?
       Hopefully you agree that the first one is but the second one is not.
       Logic tells us why by analyzing the structure of the statements in the argument.
@@ -137,7 +137,7 @@
       In mathematics, we never get that luxury.
     </p>
 
-    <p permid="Scv">
+    <p>
       We will start in <xref ref="sec_logic-statements"/> by considering what a statement even is and what form they can take. 
       Then we will see what mathematical tools we can develop to better analyze these in <xref ref="sec_logic-prop"/>,
       and then see how this helps read and write proofs in <xref ref="sec_logic-proofs"/>.