# Planet MathML

The Planet MathML aggregates posts from various blogs that concern MathML. Although it is hosted by W3C, the content of the individual entries represent only the opinion of their respective authors and does not reflect the position of W3C.

## Re: Call for comments from IG: STEM survey first draft

Source: public-digipub-ig@w3.org Mail Archives • Peter Krautzberger (peter.krautzberger@mathjax.org) • January 19, 2015 • Permalink

Hi everyone,

I've updated the survey using the comments so far. The link is still
https://www.w3.org/2002/09/wbs/64149/DPUB-STEM-2014-12/

I think we're ready to send this to the guinea pigs.

Best wishes,
Peter.

On Fri, Jan 9, 2015 at 10:02 PM, Bill Kasdorf <bkasdorf@apexcovantage.com>
wrote:

>  Looks good. And yes, I'm quite sure we decided to split Q4. Thanks for
> the opportunity to review your notes!
>
> --Bill
>
>
>
> *From:* Peter Krautzberger [mailto:peter.krautzberger@mathjax.org]
> *Sent:* Friday, January 09, 2015 2:25 PM
> *To:* Bill Kasdorf
> *Cc:* Siegman, Tzviya - Hoboken; Ivan Herman; W3C Digital Publishing IG
>
> *Subject:* Re: Call for comments from IG: STEM survey first draft
>
>
>
> Hi everyone,
>
>
>
> Notes from todays TF call below.
>
>
>
> @Bill @Tim I'm not actually sure whether we'd decided to split Q4. It
> seemed that way when cleaning up my notes.
>
>
>
> Thanks again to everyone for their comments!
>
>
>
> Have a good weekend,
>
> Peter.
>
>
>
> * feedback  from IG was good -- thanks everyone!
>
> * Tim: long but it's good
>
>   * Bill: +1
>
> * re Ivan: humanities and social science not explicitly included
>
>   * b/c aligned with common interpretations of "STEM"
>
> * Tim: 30 questions would be better but couldn't find anything worth
> cutting.
>
>
>
> [[going through survey]]
>
> * intro
>
>   * Tim: identify sections
>
>   * me: add note in intro & on every multi-choice that it's desired.
>
> * Tim: q3 before q2?
>
>     * => agreed
>
> * 3 subject areas:
>
>
>   * add: Computer Science  (h/t Ivan)
>
> comment!)
>
> * 4 => split
>
>   * "audience" instead of "target audience" (what are you part of / do you
> target)
>
>     * add list of audiences -- h/t Tzviya!
>
>   * "platform do you use / or target to publish
>
>     * print
>
>     * tablet
>
>     * desktop
>
>     * ebooks
>
> * 7 => split
>
>   * on the web => on the web and/or web-based platforms [check what Qs can
> use this change]
>
>   * split:
>
>     * do you publish
>
>     * where is that technology at for you?
>
> * 9 -- add parenthetical examples
>
>
>      * no: primarily modification/extension/etc.
>
>   * agreement that that focus is ok
>
>
> * 13
>
>   * me: add tables (often turned into images)
>
>
>   * SVG
>
>   * make larger list
>
>      * link to / use 5
>
> * 15
>
>   * add examples: massive collaboration (zooniverse, LHC, polymath)
>
> * 16:
>
>
> * 17
>
>
> * 18:
>
>
>   * add: web platforms (wiki, blogs, source repositories (GItHub,
> BitBucket), specialized repositories (Zenodo, Figshare))
>
> * 21
>
>   * <br> if not why not? Which disadv...
>
> * 23
>
>   * What web and web-related standards ...
>
>   * First item: W3C standards (HTML, CSS, SVG, MathML etc)
>
>
> * 27. Clarify to something like:
>
>   * Why do you not author in format/tech that you want to read?
>
>   * Why do you not consume in the format people author?
>
> * 32
>
>   * rephrase to something like "What is the state of the art in a11y in
>
>
>
>
>
> On Wed, Jan 7, 2015 at 4:35 PM, Bill Kasdorf <bkasdorf@apexcovantage.com>
> wrote:
>
> The most generic terms are primary ("elementary school" in the US),
> secondary ("high school" in the US), and tertiary ("college" in the US,
>
> BTW Ivan did you notice that Peter moved the meeting an hour earlier? You
> said that worked for you.
>
> --Bill
>
> -----Original Message-----
> From: Siegman, Tzviya - Hoboken [mailto:tsiegman@wiley.com]
> Sent: Wednesday, January 07, 2015 10:01 AM
> To: Ivan Herman
> Cc: Peter Krautzberger; W3C Digital Publishing IG
>
> Subject: RE: Call for comments from IG: STEM survey first draft
>
> I am such an American!
>
> I think more universal terms for K12 are primary school and high school.
>
> University (or college) students are also called undergraduate students,
> those studying for Bachelor's degree (yes, that's how it's spelled in
> America). In the US, more often a BA than a BsC.
>
> Graduate Student is a catch-all term for everything after that,  Masters,
> PhD, MD, PsyD, etc.
>
> These categories are just suggestions.
>
> Tzviya
>
> ****************************
> Tzviya Siegman * Digital Book Standards & Capabilities Lead * John Wiley &
> Sons, Inc.
> 111 River Street, MS 5-02 * Hoboken, NJ 07030-5774 * 201-748-6884 *
> tsiegman@wiley.com
>
>
> -----Original Message-----
> From: Ivan Herman [mailto:ivan@w3.org]
> Sent: Wednesday, January 07, 2015 9:47 AM
> To: Siegman, Tzviya - Hoboken
> Cc: Peter Krautzberger; W3C Digital Publishing IG
> Subject: Re: Call for comments from IG: STEM survey first draft
>
>
> > On 07 Jan 2015, at 15:35 , Siegman, Tzviya - Hoboken <tsiegman@wiley.com>
> wrote:
> >
> > Hi Peter,
> >
> > Excellent work.
> >
> > I recommend linking to the Web Annotations WG instead of the DPUB TF
> >
> > Because some of these questions will be irrelevant to some respondents,
> I recommend making all questions optional.
> >
> > Question 4: target audience. Is there a way we can make this multiple
> choice? Perhaps:
> > K12 students
>
> Except that... "K12" is an Americanism. I had no idea wha that means until
> I began to talk to you guys...
>
>
> > University Students
>
> That again may be unclear outside the US. Actually... I am not even 100%
> sure what it means. I am not a university person but I remember my son was
> talking about "Master student", "PhD student", or "BsC Student". What
> corresponds to what?
>
>
> Ivan
>
> > Researchers
> > Professionals
> > Other
> >
> > Question 7: I think the wording might be a little confusing because we
> are asking both whether existing tech is sufficient and insufficient at
> once. Perhaps, break it into 2 parts. (What) do you use to associate
> additional with your content (multiple choice). Then free-form, do you find
> >
> > Question 9: I am not sure that this question will be clear enough.
> Perhaps, we need to clarify what we mean by re-usable. Re-usable to whom? I
> think this is targeting the publishers in the audience and the question is
> whether the publishers are re-using content chunks.
> >
> > Question 15: Massive collaboration is listed twice
> >
> > Question 17: Do you want respondents to specify which tools are in use?
> Perhaps clarify what you’d like to see in comments.
> >
> > Question 29: I am not sure what you mean by non-web. Is this offline?
> Print?
> >
> > Thanks,
> > Tzviya
> > ****************************
> > Tzviya Siegman * Digital Book Standards & Capabilities Lead * John Wiley
> & Sons, Inc.
> > 111 River Street, MS 5-02 * Hoboken, NJ 07030-5774 * 201-748-6884 *
> tsiegman@wiley.com
> >
> > From: Peter Krautzberger [mailto:peter.krautzberger@mathjax.org]
> > Sent: Monday, January 05, 2015 12:55 PM
> > To: W3C Digital Publishing IG
> > Subject: Call for comments from IG: STEM survey first draft
> >
> > Hi everyone,
> >
> > I've finished the first draft of the STEM TF Survey.
> >
> > You can find it at
> https://www.w3.org/2002/09/wbs/64149/DPUB-STEM-2014-12/.
> >
> >
> > Best,
> > Peter.
>
>
> ----
> Ivan Herman, W3C
> Home: http://www.w3.org/People/Ivan/
> mobile: +31-641044153
> ORCID ID: http://orcid.org/0000-0003-0782-2704
>
>
>
>
>


## Webinar: Making the Most of the New MathML Specializations in ...

Source: mathml - Google Blog Search • Lary Stucker • January 18, 2015 • Permalink

Tune in on January 21, 2015, from 1pm-2pm ET, when Autumn Cuellar and Aaron Guigar of Design Science will present "Making the Most of the New MathML Specializations in DITA 1.3", in a webinar hosted by Data ...

## Webinar: Making the Most of the New MathML Specializations in DITA 1.3

Source: Design Science News • Lary Stucker • January 18, 2015 • Permalink

Tune in on January 21, 2015, from 1pm-2pm ET, when Autumn Cuellar and Aaron Guigar of Design Science will present "Making the Most of the New MathML Specializations in DITA 1.3", in a webinar hosted by Data Conversion Laboratories (DCL). Although many organizations have long been using MathML with DITA, DITA 1.3 will include new math specializations standardizing inclusion of mathematics in DITA content. This is great news if you have any math in your content. It means that the amount of time needed to implement DITA will be shorter, and it also allows you to capitalize on your transition to XML for mathematical content. Using MathML in DITA, you'll be able to make document-wide style changes to your equations, localize your mathematical content, and re-use or adapt the mathematics as needed. During this presentation, they will provide an overview of the new MathML and equation specializations, information on how you can get started using these specializations today, and your options for handling MathML in various outputs using the DITA Open Toolkit.

Please go to the DCL website to register: http://www.dclab.com/webinars/making-the-most-of-the-new-math-specializations-in-DITA-1.3

Topics in this post:

## Re: spec reading: semantics elements and styling

Source: www-math@w3.org Mail Archives • Peter Krautzberger (peter.krautzberger@mathjax.org) • January 14, 2015 • Permalink

> We could add it to the tracker, even better we could actually do it:-)

I was hoping the former would help ensure the latter but yes, let's get
started. Where/how should we set it up? (I'd like to finish my other items
before getting into a new one though.)

Peter.

On Wed, Jan 14, 2015 at 12:50 PM, David Carlisle <davidc@nag.co.uk> wrote:

> On 14/01/2015 11:41, Peter Krautzberger wrote:
>
>> Yes. Can we add this to the WG tracker?
>>
>
> We could add it to the tracker, even better we could actually do it:-)
>
> David
>
>


## Re: spec reading: semantics elements and styling

Source: www-math@w3.org Mail Archives • David Carlisle (davidc@nag.co.uk) • January 14, 2015 • Permalink

On 14/01/2015 11:41, Peter Krautzberger wrote:
> Yes. Can we add this to the WG tracker?

We could add it to the tracker, even better we could actually do it:-)

David


## Re: spec reading: semantics elements and styling

Source: www-math@w3.org Mail Archives • Peter Krautzberger (peter.krautzberger@mathjax.org) • January 14, 2015 • Permalink

Hi David,

> The fact that wrapping an element in semantics can change the
> css matching is no different from the fact that wrapping in an
> mrow can change the css matching even though there again the
> spec says that the MathML behaviour of <mrow><mi>x</mi></mrow>
> is the same as that of <mi>x</mi> they admit different css, or
> xpath, or JavaScript selections so in there are observable differences
>  that are out of scope of the MathML spec.

Thanks, that's much clearer than my rambling email.

> As noted elsewhere (somewhere:-) it would be a good idea to
> have a Note that detailed all such interpretations and clarifications
> of mathNML for a browser environment.

Yes. Can we add this to the WG tracker?

> That seems to be wrong.

I would agree but wanted to be sure.

Best,
Peter.

On Wed, Jan 14, 2015 at 10:41 AM, David Carlisle <davidc@nag.co.uk> wrote:

> On 14/01/2015 09:19, Peter Krautzberger wrote:
>
>> Hi,
>>
>>
>>  > The default rendering of a semantics element is the default rendering
>> of its first child.
>>
>> (http://www.w3.org/Math/draft-spec/chapter5.html#mixing.semantic.elements
>> )
>>
>> I'd take this to mean that (by default) the first child is rendered as
>> if it stood alone.
>>
>
> That was the intention. I don't think that means that it should not be
> affected by a css rule matching children of semantics. As far as the mathml
> spec is concerned the "default" rendering is the intrinsic rendering not
> considering css. The fact that wrapping an element
> in semantics can change the css matching is no different from the fact
> that wrapping in an mrow can change the css matching even though there
> again the spec says that the MathML behaviour of <mrow><mi>x</mi></mrow>
> is the same as that of <mi>x</mi> they admit different css, or xpath, or
> JavaScript selections so in there are observable differences that are
> out of scope of the MathML spec.
>
> As noted elsewhere (somewhere:-) it would be a good idea to have a Note
> that detailed all such interpretations and clarifications of mathNML for a
> browser environment.
>
>  But that seems problematic in an HTML5 context.
>>
>> On the one hand, Firefox won't render the following mtable construction
>> at full width
>>
>> <math display="block" xmlns="http://www.w3.org/1998/Math/MathML">
>>    <semantics>
>>      <mtable width="100%" mathbackground="red">
>>        <mtr> <mtd><mi>x</mi></mtd> </mtr>
>>      </mtable>
>>      <annotation encoding="application/x-tex">x</annotation>
>>    </semantics>
>> [/itex]
>>
>
> That seems to be wrong.
>
>
>> On the other hand, I would expect (in HTML5) that styling the semantics
>> element (while poor practice) would affect the first child (and in fact
>> it does in Firefox).
>>
>
> As Noted above I think that's OK.
>
>>
>> So I'm wondering how to reconcile these two points of view (and what
>> else I might be missing here).
>>
>> Best wishes,
>> Peter.
>>
>>
> David
> (speaking personally)
>
>
>
>


## Re: spec reading: semantics elements and styling

Source: www-math@w3.org Mail Archives • David Carlisle (davidc@nag.co.uk) • January 14, 2015 • Permalink

On 14/01/2015 09:19, Peter Krautzberger wrote:
> Hi,
>
>
>  > The default rendering of a semantics element is the default rendering
> of its first child.
>
> (http://www.w3.org/Math/draft-spec/chapter5.html#mixing.semantic.elements)
>
> I'd take this to mean that (by default) the first child is rendered as
> if it stood alone.

That was the intention. I don't think that means that it should not be
affected by a css rule matching children of semantics. As far as the
mathml spec is concerned the "default" rendering is the intrinsic
rendering not considering css. The fact that wrapping an element
in semantics can change the css matching is no different from the fact
that wrapping in an mrow can change the css matching even though there
again the spec says that the MathML behaviour of <mrow><mi>x</mi></mrow>
is the same as that of <mi>x</mi> they admit different css, or xpath, or
JavaScript selections so in there are observable differences that are
out of scope of the MathML spec.

As noted elsewhere (somewhere:-) it would be a good idea to have a Note
that detailed all such interpretations and clarifications of mathNML for
a browser environment.

> But that seems problematic in an HTML5 context.
>
> On the one hand, Firefox won't render the following mtable construction
> at full width
>
> <math display="block" xmlns="http://www.w3.org/1998/Math/MathML">
>    <semantics>
>      <mtable width="100%" mathbackground="red">
>        <mtr> <mtd><mi>x</mi></mtd> </mtr>
>      </mtable>
>      <annotation encoding="application/x-tex">x</annotation>
>    </semantics>
> [/itex]

That seems to be wrong.

>
> On the other hand, I would expect (in HTML5) that styling the semantics
> element (while poor practice) would affect the first child (and in fact
> it does in Firefox).

As Noted above I think that's OK.
>
> So I'm wondering how to reconcile these two points of view (and what
> else I might be missing here).
>
> Best wishes,
> Peter.
>

David
(speaking personally)


## spec reading: semantics elements and styling

Source: www-math@w3.org Mail Archives • Peter Krautzberger (peter.krautzberger@mathjax.org) • January 14, 2015 • Permalink

Hi,

> The default rendering of a semantics element is the default rendering of
its first child.

(http://www.w3.org/Math/draft-spec/chapter5.html#mixing.semantic.elements)

I'd take this to mean that (by default) the first child is rendered as if
it stood alone. But that seems problematic in an HTML5 context.

On the one hand, Firefox won't render the following mtable construction at
full width

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML">
<semantics>
<mtable width="100%" mathbackground="red">
<mtr> <mtd><mi>x</mi></mtd> </mtr>
</mtable>
<annotation encoding="application/x-tex">x</annotation>
</semantics>
[/itex]

On the other hand, I would expect (in HTML5) that styling the semantics
element (while poor practice) would affect the first child (and in fact it
does in Firefox).

So I'm wondering how to reconcile these two points of view (and what else I
might be missing here).

Best wishes,
Peter.


## RE: Call for comments from IG: STEM survey first draft

Source: public-digipub-ig@w3.org Mail Archives • Bill Kasdorf (bkasdorf@apexcovantage.com) • January 09, 2015 • Permalink

Looks good. And yes, I'm quite sure we decided to split Q4. Thanks for the opportunity to review your notes!
--Bill

From: Peter Krautzberger [mailto:peter.krautzberger@mathjax.org]
Sent: Friday, January 09, 2015 2:25 PM
To: Bill Kasdorf
Cc: Siegman, Tzviya - Hoboken; Ivan Herman; W3C Digital Publishing IG
Subject: Re: Call for comments from IG: STEM survey first draft

Hi everyone,

Notes from todays TF call below.

@Bill @Tim I'm not actually sure whether we'd decided to split Q4. It seemed that way when cleaning up my notes.

Thanks again to everyone for their comments!

Have a good weekend,
Peter.

* feedback  from IG was good -- thanks everyone!
* Tim: long but it's good
* Bill: +1
* re Ivan: humanities and social science not explicitly included
* b/c aligned with common interpretations of "STEM"
* Tim: 30 questions would be better but couldn't find anything worth cutting.

[[going through survey]]
* intro
* Tim: identify sections
* me: add note in intro & on every multi-choice that it's desired.
* Tim: q3 before q2?
* => agreed
* 3 subject areas:
* add: Computer Science  (h/t Ivan)
* 4 => split
* "audience" instead of "target audience" (what are you part of / do you target)
* add list of audiences -- h/t Tzviya!
* "platform do you use / or target to publish
* print
* tablet
* desktop
* ebooks
* 7 => split
* on the web => on the web and/or web-based platforms [check what Qs can use this change]
* split:
* do you publish
* where is that technology at for you?
* 9 -- add parenthetical examples
* no: primarily modification/extension/etc.
* agreement that that focus is ok
* 13
* me: add tables (often turned into images)
* SVG
* make larger list
* link to / use 5
* 15
* add examples: massive collaboration (zooniverse, LHC, polymath)
* 16:
* 17
* 18:
* add: web platforms (wiki, blogs, source repositories (GItHub, BitBucket), specialized repositories (Zenodo, Figshare))
* 21
* <br> if not why not? Which disadv...
* 23
* What web and web-related standards ...
* First item: W3C standards (HTML, CSS, SVG, MathML etc)
* 27. Clarify to something like:
* Why do you not author in format/tech that you want to read?
* Why do you not consume in the format people author?
* 32
* rephrase to something like "What is the state of the art in a11y in your subject area?"

On Wed, Jan 7, 2015 at 4:35 PM, Bill Kasdorf <bkasdorf@apexcovantage.com<mailto:bkasdorf@apexcovantage.com>> wrote:
The most generic terms are primary ("elementary school" in the US), secondary ("high school" in the US), and tertiary ("college" in the US, usually meaning both undergraduate and graduate study.

BTW Ivan did you notice that Peter moved the meeting an hour earlier? You said that worked for you.

--Bill

-----Original Message-----
From: Siegman, Tzviya - Hoboken [mailto:tsiegman@wiley.com<mailto:tsiegman@wiley.com>]
Sent: Wednesday, January 07, 2015 10:01 AM
To: Ivan Herman
Cc: Peter Krautzberger; W3C Digital Publishing IG
Subject: RE: Call for comments from IG: STEM survey first draft

I am such an American!

I think more universal terms for K12 are primary school and high school.

University (or college) students are also called undergraduate students, those studying for Bachelor's degree (yes, that's how it's spelled in America). In the US, more often a BA than a BsC.

Graduate Student is a catch-all term for everything after that,  Masters, PhD, MD, PsyD, etc.

These categories are just suggestions.

Tzviya

****************************
Tzviya Siegman * Digital Book Standards & Capabilities Lead * John Wiley & Sons, Inc.
111 River Street, MS 5-02 * Hoboken, NJ 07030-5774 * 201-748-6884<tel:201-748-6884> * tsiegman@wiley.com<mailto:tsiegman@wiley.com>

-----Original Message-----
From: Ivan Herman [mailto:ivan@w3.org<mailto:ivan@w3.org>]
Sent: Wednesday, January 07, 2015 9:47 AM
To: Siegman, Tzviya - Hoboken
Cc: Peter Krautzberger; W3C Digital Publishing IG
Subject: Re: Call for comments from IG: STEM survey first draft

> On 07 Jan 2015, at 15:35 , Siegman, Tzviya - Hoboken <tsiegman@wiley.com<mailto:tsiegman@wiley.com>> wrote:
>
> Hi Peter,
>
> Excellent work.
>
> I recommend linking to the Web Annotations WG instead of the DPUB TF
>
> Because some of these questions will be irrelevant to some respondents, I recommend making all questions optional.
>
> Question 4: target audience. Is there a way we can make this multiple choice? Perhaps:
> K12 students

Except that... "K12" is an Americanism. I had no idea wha that means until I began to talk to you guys...

> University Students

That again may be unclear outside the US. Actually... I am not even 100% sure what it means. I am not a university person but I remember my son was talking about "Master student", "PhD student", or "BsC Student". What corresponds to what?

Ivan

> Researchers
> Professionals
> Other
>
> Question 7: I think the wording might be a little confusing because we are asking both whether existing tech is sufficient and insufficient at once. Perhaps, break it into 2 parts. (What) do you use to associate additional with your content (multiple choice). Then free-form, do you find this sufficient, please explain.
>
> Question 9: I am not sure that this question will be clear enough. Perhaps, we need to clarify what we mean by re-usable. Re-usable to whom? I think this is targeting the publishers in the audience and the question is whether the publishers are re-using content chunks.
>
> Question 15: Massive collaboration is listed twice
>
> Question 17: Do you want respondents to specify which tools are in use? Perhaps clarify what you’d like to see in comments.
>
> Question 29: I am not sure what you mean by non-web. Is this offline? Print?
>
> Thanks,
> Tzviya
> ****************************
> Tzviya Siegman * Digital Book Standards & Capabilities Lead * John Wiley & Sons, Inc.
> 111 River Street, MS 5-02 * Hoboken, NJ 07030-5774 * 201-748-6884 * tsiegman@wiley.com<mailto:tsiegman@wiley.com>
>
> From: Peter Krautzberger [mailto:peter.krautzberger@mathjax.org<mailto:peter.krautzberger@mathjax.org>]
> Sent: Monday, January 05, 2015 12:55 PM
> To: W3C Digital Publishing IG
> Subject: Call for comments from IG: STEM survey first draft
>
> Hi everyone,
>
> I've finished the first draft of the STEM TF Survey.
>
> You can find it at  https://www.w3.org/2002/09/wbs/64149/DPUB-STEM-2014-12/.

>
>
> Best,
> Peter.

----
Ivan Herman, W3C
Home: http://www.w3.org/People/Ivan/

mobile: +31-641044153<tel:%2B31-641044153>
ORCID ID: http://orcid.org/0000-0003-0782-2704



## Re: Call for comments from IG: STEM survey first draft

Source: public-digipub-ig@w3.org Mail Archives • Peter Krautzberger (peter.krautzberger@mathjax.org) • January 09, 2015 • Permalink

Hi everyone,

Notes from todays TF call below.

@Bill @Tim I'm not actually sure whether we'd decided to split Q4. It
seemed that way when cleaning up my notes.

Thanks again to everyone for their comments!

Have a good weekend,
Peter.

* feedback  from IG was good -- thanks everyone!
* Tim: long but it's good
* Bill: +1
* re Ivan: humanities and social science not explicitly included
* b/c aligned with common interpretations of "STEM"
* Tim: 30 questions would be better but couldn't find anything worth
cutting.

[[going through survey]]
* intro
* Tim: identify sections
* me: add note in intro & on every multi-choice that it's desired.
* Tim: q3 before q2?
* => agreed
* 3 subject areas:
* add: Computer Science  (h/t Ivan)
comment!)
* 4 => split
* "audience" instead of "target audience" (what are you part of / do you
target)
* add list of audiences -- h/t Tzviya!
* "platform do you use / or target to publish
* print
* tablet
* desktop
* ebooks
* 7 => split
* on the web => on the web and/or web-based platforms [check what Qs can
use this change]
* split:
* do you publish
* where is that technology at for you?
* 9 -- add parenthetical examples
* no: primarily modification/extension/etc.
* agreement that that focus is ok
* 13
* me: add tables (often turned into images)
* SVG
* make larger list
* link to / use 5
* 15
* add examples: massive collaboration (zooniverse, LHC, polymath)
* 16:
* 17
* 18:
* add: web platforms (wiki, blogs, source repositories (GItHub,
BitBucket), specialized repositories (Zenodo, Figshare))
* 21
* <br> if not why not? Which disadv...
* 23
* What web and web-related standards ...
* First item: W3C standards (HTML, CSS, SVG, MathML etc)
* 27. Clarify to something like:
* Why do you not author in format/tech that you want to read?
* Why do you not consume in the format people author?
* 32
* rephrase to something like "What is the state of the art in a11y in

On Wed, Jan 7, 2015 at 4:35 PM, Bill Kasdorf <bkasdorf@apexcovantage.com>
wrote:

> The most generic terms are primary ("elementary school" in the US),
> secondary ("high school" in the US), and tertiary ("college" in the US,
>
> BTW Ivan did you notice that Peter moved the meeting an hour earlier? You
> said that worked for you.
>
> --Bill
>
> -----Original Message-----
> From: Siegman, Tzviya - Hoboken [mailto:tsiegman@wiley.com]
> Sent: Wednesday, January 07, 2015 10:01 AM
> To: Ivan Herman
> Cc: Peter Krautzberger; W3C Digital Publishing IG
> Subject: RE: Call for comments from IG: STEM survey first draft
>
> I am such an American!
>
> I think more universal terms for K12 are primary school and high school.
>
> University (or college) students are also called undergraduate students,
> those studying for Bachelor's degree (yes, that's how it's spelled in
> America). In the US, more often a BA than a BsC.
>
> Graduate Student is a catch-all term for everything after that,  Masters,
> PhD, MD, PsyD, etc.
>
> These categories are just suggestions.
>
> Tzviya
>
> ****************************
> Tzviya Siegman * Digital Book Standards & Capabilities Lead * John Wiley &
> Sons, Inc.
> 111 River Street, MS 5-02 * Hoboken, NJ 07030-5774 * 201-748-6884 *
> tsiegman@wiley.com
>
>
> -----Original Message-----
> From: Ivan Herman [mailto:ivan@w3.org]
> Sent: Wednesday, January 07, 2015 9:47 AM
> To: Siegman, Tzviya - Hoboken
> Cc: Peter Krautzberger; W3C Digital Publishing IG
> Subject: Re: Call for comments from IG: STEM survey first draft
>
>
> > On 07 Jan 2015, at 15:35 , Siegman, Tzviya - Hoboken <tsiegman@wiley.com>
> wrote:
> >
> > Hi Peter,
> >
> > Excellent work.
> >
> > I recommend linking to the Web Annotations WG instead of the DPUB TF
> >
> > Because some of these questions will be irrelevant to some respondents,
> I recommend making all questions optional.
> >
> > Question 4: target audience. Is there a way we can make this multiple
> choice? Perhaps:
> > K12 students
>
> Except that... "K12" is an Americanism. I had no idea wha that means until
> I began to talk to you guys...
>
>
> > University Students
>
> That again may be unclear outside the US. Actually... I am not even 100%
> sure what it means. I am not a university person but I remember my son was
> talking about "Master student", "PhD student", or "BsC Student". What
> corresponds to what?
>
>
> Ivan
>
> > Researchers
> > Professionals
> > Other
> >
> > Question 7: I think the wording might be a little confusing because we
> are asking both whether existing tech is sufficient and insufficient at
> once. Perhaps, break it into 2 parts. (What) do you use to associate
> additional with your content (multiple choice). Then free-form, do you find
> >
> > Question 9: I am not sure that this question will be clear enough.
> Perhaps, we need to clarify what we mean by re-usable. Re-usable to whom? I
> think this is targeting the publishers in the audience and the question is
> whether the publishers are re-using content chunks.
> >
> > Question 15: Massive collaboration is listed twice
> >
> > Question 17: Do you want respondents to specify which tools are in use?
> Perhaps clarify what you’d like to see in comments.
> >
> > Question 29: I am not sure what you mean by non-web. Is this offline?
> Print?
> >
> > Thanks,
> > Tzviya
> > ****************************
> > Tzviya Siegman * Digital Book Standards & Capabilities Lead * John Wiley
> & Sons, Inc.
> > 111 River Street, MS 5-02 * Hoboken, NJ 07030-5774 * 201-748-6884 *
> tsiegman@wiley.com
> >
> > From: Peter Krautzberger [mailto:peter.krautzberger@mathjax.org]
> > Sent: Monday, January 05, 2015 12:55 PM
> > To: W3C Digital Publishing IG
> > Subject: Call for comments from IG: STEM survey first draft
> >
> > Hi everyone,
> >
> > I've finished the first draft of the STEM TF Survey.
> >
> > You can find it at
> https://www.w3.org/2002/09/wbs/64149/DPUB-STEM-2014-12/.
> >
> >
> > Best,
> > Peter.
>
>
> ----
> Ivan Herman, W3C
> Home: http://www.w3.org/People/Ivan/
> mobile: +31-641044153
> ORCID ID: http://orcid.org/0000-0003-0782-2704
>
>
>
>
>


## MathML accessibility https://www.w3.org/Math/wiki/Accessibility

Source: public-html-a11y@w3.org Mail Archives • chaals@yandex-team.ru (chaals@yandex-team.ru) • January 09, 2015 • Permalink

I created the wiki page:
close action-256

I created https://www.w3.org/Math/wiki/Accessibility as a page in the MathML wiki for accessibility. I'll link it from the TF wiki too.

cheers

--
Charles McCathie Nevile - web standards - CTO Office, Yandex
chaals@yandex-team.ru - - - Find more at http://yandex.com


## Re: Defining a constructor for Element and friends

Source: public-webapps@w3.org Mail Archives • Boris Zbarsky (bzbarsky@mit.edu) • January 07, 2015 • Permalink

On 1/7/15 9:51 AM, Anne van Kesteren wrote:
> That is what I meant. Otherwise in order to support new Element()
> you'd have to support an ever growing set of more specific objects as
> well and layering is out of the window.

Do you mean layering of implementations or specifications?  For
specifications, here's one way this could work with reasonable layering.
DOM provides the following bits:

1)  A registry mapping (namespace, localname) pairs to abstract
operations that allocate an object.

2)  Abstract operations that can be used by specifications built on top
of DOM to register abstract operations in this registry.

3)  An abstract operation that takes a list of internal slot names and
returns an object which has those internal slots, plus the internal
slots all elements have, plus probably the ordinary object internal
slots from ES6, depending on whether Web IDL assumes these are ordinary
objects.  I thought ES6 had this sort of abstract operation already, but
I don't see anything like it; in any case the only issue here is that
this requires implementations of DOM and specifications built on top of
it to agree internally on what "internal slot" means for elements, I agree.

Specifications that define elements on top of DOM provide the following
bits:

4)  An abstract operation that creates an uninitialized version of their
element, via calling the thing defined in #3.

5)  Registration of the abstract operation defined in #4 with the
registry defined in #1, whether that happens at global-setup time or
when the element definition is encountered or whatever.

An implementation that wants to just implement core DOM but not things
built on on top of it can skip all of this machinery.  An implementation
that wants to support DOM but not everything on top of it (e.g. support
MathML but not HTML or something) just supports the bits it wants and
the registry ends up not having stuff in it that it has in other
implementations.  Seems ok to me.

Now some questions:

* Did I cover your concern about "have to support an ever growing set of
more specific objects"?  If not, can you explain what the concern is?

* Without a mechanism like the above, how would one go about supporting
document.createElement(NS) as it exists on the web.

> However, that does indeed seem like a lot of work and it's not clear
> whether that actually pays off in the end :-(

That's hard to say without knowing what the desired payoff is.

-Boris


## Re: Call for comments from IG: STEM survey first draft

Source: public-digipub-ig@w3.org Mail Archives • Ivan Herman (ivan@w3.org) • January 07, 2015 • Permalink

Hey Peter,

Sorry I cannot be on the call; here are some immediate comments I have on the questions. They are all minor, which indicates that you did a great job:-)

- Question 3: with the profile of the people we may have around us, I guess and explicit entry for Computer Science may be helpful. Also, I think we should also add Humanities although I do not know whether the publisher world consider that as being part of 'Science' (I guess this is very much an issue of cultural traditions, in Hungary that is definitely 'science')

- Question 9: I am not sure what you mean there. Maybe an example would help

- Question 15: 'massive collaboration' is duplicated

- Question 16: same as question 9...

- Question 21: maybe add; "If not, why not?"

- Question 23: maybe add CSS, MathML, and maybe even SVG...

- Question 27: I am not sure I understand the question...:-(

- Question 29 & 30: comment boxes are missing

- Question 30: reproducability -> reproducibility

- Question 32: again, I am not sure what you mean in your question, including the first option...

Thanks!

Ivan

> On 05 Jan 2015, at 18:54 , Peter Krautzberger <peter.krautzberger@mathjax.org> wrote:
>
> Hi everyone,
>
> I've finished the first draft of the STEM TF Survey.
>
> You can find it at  https://www.w3.org/2002/09/wbs/64149/DPUB-STEM-2014-12/.
>
>
> Best,
> Peter.

----
Ivan Herman, W3C
Home: http://www.w3.org/People/Ivan/
mobile: +31-641044153
ORCID ID: http://orcid.org/0000-0003-0782-2704



## Re: Issue on converting MathML to LaTeX using third party parser for XSLT2.0

Source: www-math@w3.org Mail Archives • saf sied (saf_itpro@yahoo.com) • January 07, 2015 • Permalink

Many thanks to William Hammond and David for their assistance. Following Mr. Hammond's instructions I was able to correctly typeset LaTeX. I also tried the following LaTeX (generated by David's XSL) and it produced nice looking Cauchy's Integral Formula. -Saf:
$\let\par\empty { f {\left. \middle( a \middle) \right.} = {\frac{{1}}{{ {2} \unicode{960} i }}} {{\unicode{8750}}\sb{{ \unicode{947} }}} {\frac{{\left. f \middle( z \middle) \right.}}{{ z \unicode{8722} a }}} d z }$

On Monday, January 5, 2015 11:29 PM, William F Hammond <hammond@csc.albany.edu> wrote:

saf sied <saf_itpro@yahoo.com> writes:

> . . .
> LaTeX:
>
> \documentclass[10pt]{article}
> \setlength{\textwidth}{12.0cm}
> \usepackage{amssymb}
> \begin{document}
> . . .

Place pmml-new.sty in the directory with the LaTeX file,
and add the line "\usepackage{pmml-new}" before "\begin{document}"

Also in pmml-new.sty add a line:

\@namedef{uc177}{\pm}

-- Bill



## MathJax v2.5 beta now available

Source: MathJax » mathml • Peter Krautzberger • January 06, 2015 • Permalink

Today we are entering the public beta phase of MathJax v2.5. This release focused on improving rendering speed and MathML support.

The 2.5 release improves the speed of the HTML-CSS output by 30-40% (depending on content complexity, with higher gains in more complex situations) and introduces a new preview output (CommonHTML) which currently provides a rougher layout but is ~10x faster than the HTML-CSS output; in the long run, the CommomHTML output will reach the quality of the HTML-CSS and SVG outputs.

In terms of MathML support, Content MathML is now fully supported via a new extension and we have improved the experimental support for elementary math elements (with special thanks to contributions from David Carlisle). The 2.5 release also includes over 70 bug fixes to increase the quality and stability of MathJax (see below for details).

The beta is available via our CDN at beta.mathjax.org/mathjax/latest/MathJax.js which you can load it in place of the version you are currently using. Alternatively, you can get a ZIP archive or access the branch on GitHub.

Note: If you are using a pre-defined configuration, please note the new fast-preview mode is activated in these. If you want to de-activate it on your page, add the following to your page before MathJax.js is loaded.

  <script type="text/javascript">
window.MathJax = {
};
</script>



As a user, you can deactivate the Fast Preview via the MathJax menu. Righ/Cmd-click any equation and go to Math Settings -> Math Renderer -> Fast Preview.

Remember that this is still beta software, so if you are not an experienced user, you may want to wait for the official 2.5 release. We do not recommend that you use the 2.5-beta version for production environments, but do encourage you to test your content with it.

If you are linking to http://cdn.mathjax.org/mathjax/latest/MathJax.js, note that at the point of the official release of v2.5, the address will begin to serve MathJax v2.5. You can also continue to use v2.4 by linking to http://cdn.mathjax.org/mathjax/2.4-latest/MathJax.js instead — and you can change to that version at any point (it is available now). Once the official v2.5 release is made, the v2.5-beta address will be removed from the CDN.

The official release of v2.5 should occur within the next three weeks, but we want you to be able to start to test out the v2.5 features now. Please report any bugs you find to the issue tracker at https://github.com/mathjax/MathJax/issues.

Thanks for your continuing interest in MathJax. We hope that this release makes your MathJax experience even better.

The MathJax Team.

## New in MathJax v2.5

MathJax v2.5 includes a number of new features, as well a more than 70 important bug fixes. The following are some of the highlights.

### Features

• Speed improvements. The HTML-CSS output performance was improved by 30-40% (depending on content complexity, with higher gains in more complex content such as very long documents).
• New output for fast preview. The new CommonHTML output provides a rough but 10x-faster rendering. The CHTML-preview extension will use this fast output as a preview mode for HTML-CSS or SVG output.
• Improved Content MathML support. Content MathML is now fully supported via a new extension, in particular this allows customization of the conversion process. See our documentation for loading the extension.
• Improved elementary math support The experimental support for elementary math elements has been significantly improved special thanks to David Carlisle. It now ships in a separate extension mml3.js
.
• NodeJS compatibility. Enable the implementation of a NodeJS API (released as MathJax-node).
• Numerous display bugs, line-breaking problems, and interface issues have been resolved; for a detailed listing please check the release milestone.

### Interface

• #834 Fix incorrect line-width when zooming which can cause line-breaking problems.
• #918 Fix zoom box size in NativeMML output.
• #835 Fix zoom for equations extending beyond their bounding box.
• #893 Fix outdated ARIA values for HTML-CSS and SVG output.
• #860, #502 Preserve RDFa, microdata, aria labels, and other attributes in HTML-CSS and SVG output.
• #935 Escape special characters in TeX annotations.
• #912 Fix missing mstyle attributes in toMathML output.
• #971 Fix lost attributes when toMathML is restarted.

## Line-breaking

• #949 Fix processing error due to empty elements.

### HTML-CSS/SVG/nativeMML display

• #863 Fix broken MathML preview in MathML pre-processor.
• #891 Fix deprecated regexp affecting mtable alignment.
• #323 Improve MathPlayer compatibility on Internet Explorer 10+.
• #826 Scale content in fallback fonts.
• #898 Fix invalid SVG output when using fallback characters.
• #800 Fix misplaced background color for stretched mphantom elements in SVG output.
• #490 Fix \overline issues in combination with text-style limits.
• #829 Implement \delimitershortfall, \delimiterfactor.
• #775 Fix lost text content in SVG output.
• #917 Fix cases of incorrect bounding boxes in HTML-CSS output.
• #807 Fix clipping of table columns in HTML-CSS output.
• #804 Fix cases of uneven subscripts.
• #944 Fix rendering error when scaling-all-math of labeled equations.
• #930 Fix SVG output failure when element has inline styles with border or padding. • #931 Fix baseline alignment in Safari 6.2/7.1/8.0. • #937 Fix incorrect width in MathJax font data affecting underlining. • #966 Fix SVG output overlapping when using prefix notation. • #975 Fix preview not clearing with CHTML-preview extension. • #970 Fix moveable limits for inline operators in CommonHTML output. ### TeX emulation • #881 Allow \newenvironment to process optional parameters. • #889 remove extra space around some parenthesis constructs. • #856 Recognize comma as decimal delimiter in units. • #877 Fix bug related to multiple accent having different width. • #832 Fix multline environment not being centered in HTML-CSS output. • #776 Fix stretchy delimiters of binom and choose. • #900 Fix \buildrel getting TeX class ORD instead of REL. • #890 Enable px as dimension in \...]. • #901 Allow \limits in more cases and add errors for some cases of multiple subscripts. • #903 Allow \hfill to set alignment in matrices and arrays (for old fashioned TeX layout). • #902 Convert \eqalignno and \leqalignno into mlabeledtr. • #906 Allow comma separated parameters in \mmlToken. • #913 Allow attributes in \mmlToken whose defaults are false or blank. • #972 Fix autoload of the color extension. • #375 Add \{,“}“, and \\ to macros working within \text{} etc. • #969 Fix incorrect spacing with some \frac constructs. • #982 <https://github.com/mathjax/MathJax/issues/>982__ Fix incorrect spacing in aligned environments. ### Asciimath • #851 Prevent leading space in quote from causing processing errors. • #431 Fix handling of special characters in exponents. • #741 Add underbrace macro. ### MathML Handling • #847 Fix line-breaks in annotation elements. • #805 Prevent empty annotation elements from causing math processing errors. • #769 Update indentshift implementation to meet clarified MathML specification. • #768 Fix processing of percentage values for indenshift. • #839 Update inheritance of displaystyle in mtable to meet clarified MathML specification. • # Allow Content MathML converion to be customized. ### Fonts • #845 Fix webfont bug in Safari 7. • #950 Fix webfont bug in IE 11. ### Localization • #979 Updated locales thanks to Translatewiki.net; activate locales for Scots and Southern Balochi. ### APIs • #873 Combine array of elements when typesetting. • #693 Add API to allow listeners to be cleared. ## Misc • #872 Add small delay between input and output phase to prevent performance degredation. ## Re: Issue on converting MathML to LaTeX using third party parser for XSLT2.0 Source: www-math@w3.org Mail Archives • William F Hammond (hammond@csc.albany.edu) • January 06, 2015 • Permalink saf sied <saf_itpro@yahoo.com> writes: > . . . > LaTeX: > > \documentclass[10pt]{article} > \setlength{\textwidth}{12.0cm} > \usepackage{amssymb} > \begin{document} > . . . Place pmml-new.sty in the directory with the LaTeX file, and add the line "\usepackage{pmml-new}" before "\begin{document}" Also in pmml-new.sty add a line: \@namedef{uc177}{\pm} -- Bill  ## Firefox 3.x + KernelEx: MathML not working properly - Windows 9x ... Source: mathml - Google Blog Search • unknown • January 06, 2015 • Permalink Firefox 3.x + KernelEx: MathML not working properly - posted in Windows 9x Member Projects: Ive found a new (strange?) issue regarding Firefox 3.5.19 (and other versions above 2.0.0.20): Firefox 3.5.19 seems not to be able ... ## Re: Issue on converting MathML to LaTeX using third party parser for XSLT2.0 Source: www-math@w3.org Mail Archives • saf sied (saf_itpro@yahoo.com) • January 04, 2015 • Permalink <<so long as the macros in the output are defined by loading the .sty file, latex will typeset the result>> How can I load the .sty files in the MikTeX that I've installed on my windows 8.1 machine. I tired by just copying the csscolor.sty and pmml-new,sty files on the ...\TeX\LaTeX subdirectory of MikTeX installation folder. But when I tried to typeset the following LaTeX using MikTeX, I get the error shown below. Thanks..Saf: LaTeX: \documentclass[10pt]{article} \setlength{\textwidth}{12.0cm} \usepackage{amssymb} \begin{document}\[\let\par\empty { {\frac{{ \unicode{8722} b \unicode{177} \sqrt{ { {\msup{b}{{2}}} \unicode{8722} {4} a c } } }}{{ {2} a }}} } \end{document} Error from MikTeX: ! Undefined control sequence. <argument> { \unicode {8722} b \unicode {177} \sqrt { { {\msup {b}{{2}}} \un... l.24 }} } ? On Thursday, January 1, 2015 2:59 PM, saf sied <saf_itpro@yahoo.com> wrote: The XSL file from Dr. Carlisle seems to be doing some advanced LaTeX. Using this XSL, how can I get, for example, the output in the following form (quadratic formula) \frac{-b \pm \sqrt{b^2 - 4ac}}{2a} of the input shown below: Input:<math xmlns="http://www.w3.org/1998/Math/MathML"> <mrow> <mfrac> <mrow> <mo>&#x2212;</mo> <mi>b</mi> <mo>&#xB1;</mo> <msqrt> <mrow> <msup> <mi>b</mi> <mn>2</mn> </msup> <mo>&#x2212;</mo> <mn>4</mn> <mi>a</mi> <mi>c</mi> </mrow> </msqrt> </mrow> <mrow> <mn>2</mn> <mi>a</mi> </mrow> </mfrac> </mrow>
What I am getting now is the following output:
$\let\par\empty { {\frac{{ \unicode{8722} b \unicode{177} \sqrt{ { {\msup{b}{{2}}} \unicode{8722} {4} a c } } }}{{ {2} a }}} }$
Thank..Saf

On Tuesday, December 30, 2014 7:59 PM, saf sied <saf_itpro@yahoo.com> wrote:

I am using a stylesheet from Dr. Carlisle mentioned here: http://tex.stackexchange.com/questions/85639/i-want-to-convert-mathml-to-latex
When I use the Saxon-HE 9.6, both the Java and .NET version of the Saxon give me the following output for the xml file shown below. The output does not look right - is it because of the version of Saxon I am using? Has anyone used Saxon-HE on the stylesheet mentioned above and got the correct LaTeX? Is there anything else I may be missing? I've latest versions of Java and .NET installed on my windows 8.1 machine.
Output:$\let\par\empty {\msup{a}{{2}}}$
Source:<?xml version="1.0"?>
<math xmlns="http://www.w3.org/1998/Math/MathML">
<msup>
<mi>a</mi>
<mn>2</mn>
</msup>
[/itex]



## Re: Issue on converting MathML to LaTeX using third party parser for XSLT2.0

Source: www-math@w3.org Mail Archives • David Carlisle (davidc@nag.co.uk) • January 02, 2015 • Permalink

On 01/01/2015 19:59, saf sied wrote:
> Using this XSL, how can I get, for example,

That XSL is designed to produce the form using the macros in the
provided latex package. It would require substantial rewrites to
do otherwise, but why do you need that?, so long as the macros in the
output are defined by loading the .sty file, latex will typeset the result.

David


## Re: Issue on converting MathML to LaTeX using third party parser for XSLT2.0

Source: www-math@w3.org Mail Archives • saf sied (saf_itpro@yahoo.com) • January 01, 2015 • Permalink

The XSL file from Dr. Carlisle seems to be doing some advanced LaTeX. Using this XSL, how can I get, for example,  the output in the following form (quadratic formula) \frac{-b \pm \sqrt{b^2 - 4ac}}{2a} of the input shown below:
Input:<math xmlns="http://www.w3.org/1998/Math/MathML">
<mrow>
<mfrac>
<mrow>
<mo>&#x2212;</mo>
<mi>b</mi>
<mo>&#xB1;</mo>
<msqrt>
<mrow>
<msup>
<mi>b</mi>
<mn>2</mn>
</msup>
<mo>&#x2212;</mo>
<mn>4</mn>
<mi>a</mi>
<mi>c</mi>
</mrow>
</msqrt>
</mrow>
<mrow>
<mn>2</mn>
<mi>a</mi>
</mrow>
</mfrac>
</mrow>
[/itex]
What I am getting now is the following output:
$\let\par\empty { {\frac{{ \unicode{8722} b \unicode{177} \sqrt{ { {\msup{b}{{2}}} \unicode{8722} {4} a c } } }}{{ {2} a }}} }$
Thank..Saf

On Tuesday, December 30, 2014 7:59 PM, saf sied <saf_itpro@yahoo.com> wrote:

I am using a stylesheet from Dr. Carlisle mentioned here: http://tex.stackexchange.com/questions/85639/i-want-to-convert-mathml-to-latex
When I use the Saxon-HE 9.6, both the Java and .NET version of the Saxon give me the following output for the xml file shown below. The output does not look right - is it because of the version of Saxon I am using? Has anyone used Saxon-HE on the stylesheet mentioned above and got the correct LaTeX? Is there anything else I may be missing? I've latest versions of Java and .NET installed on my windows 8.1 machine.
Output:$\let\par\empty {\msup{a}{{2}}}$
Source:<?xml version="1.0"?>
<math xmlns="http://www.w3.org/1998/Math/MathML">
<msup>
<mi>a</mi>
<mn>2</mn>
</msup>
[/itex]



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