Today I tried going to a lecture and as expected still learned nothing. Seriously, how the heck do people learn at lectures? I mean, I can kind of understand how people learn during history or psychology lectures since those are heavy on story-telling, but there are no stories in real mathematics and so the college tradition of learning through oral instruction seems a bizarre oral-fixation, in grave need of therapy.
Anyway, I tried to at least try live-LaTeX-transcription of what's written on the board, and almost managed to do that, until I tried compiling and the thing does not compile since the tikz-cd package for drawing commutative diagrams doesn't work, and debugging spent so much time that I completely lost hope of keeping up, not that I originally had any hope of keeping up even without note-taking.
Because really, either it's too easy or it's too hard, it's never at the right speed. If it's too slow I get bored, and lose concentration. If it's too fast I can't understand and lose hope. Books never frustrate me like lectures.
Anyway, here's what I ended up using as a latex template. Might be useful for you.
\documentclass[a4paper, 12pt]{article}
\usepackage{amsmath}
\usepackage{amsthm}
\usepackage{amssymb}
\usepackage{amsfonts}
\usepackage{mathtools}
\usepackage{bbm}
\usepackage{color}
\usepackage{hyperref}
\usepackage{url}
\usepackage{graphicx}
\usepackage{enumerate}
\usepackage{wrapfig}
\usepackage{tikz}
\usepackage{tikz-cd}
\usetikzlibrary{babel}
\usepackage [english]{babel}
\usepackage [autostyle, english = american]{csquotes}
\MakeOuterQuote{"}
\graphicspath{{img/}}
\theoremstyle{plain}% default
\newtheorem{thm}{Theorem}[section]
\newtheorem{lem}[thm]{Lemma}
\newtheorem{prop}[thm]{Proposition}
\newtheorem{coro}{Corollary}
\theoremstyle{definition}
\newtheorem{defi}{Definition}[section]
\newtheorem{conj}{Conjecture}[section]
\newtheorem{exam}{Example}[section]
\theoremstyle{remark}
\newtheorem*{rem}{Remark}
\newtheorem*{note}{Note}
\newtheorem{case}{Case}
\title{Poincar\'e Duality}
\author{Twilight Sparkle}
\date{\vspace{-4ex}} % remove to generate date
\begin{document}
\maketitle
\begin{defi}
A \textbf{manifold} of dimension n is a space M such that \forall x\in M has a neighborhood U homeomorphic to \mathbb{R}^n. M is \textbf{closed} if and only if it is compact and without boundary.
\end{defi}
The local homology of M is then
\[H_i(M, M/\{x\} )\cong \begin{cases}
\mathbb{Z} \quad \text{if } i = n, \\
0 \quad \text{ else}
\end{cases}\]
\begin{defi}
A \textbf{local orientation} of M at x is a choice \mu_x of H_n(M, M/\{x\} )\cong \mathbb{Z} of generator (\pm 1).
\end{defi}
We can compare local orientation of "nearby" points. Suppose x, y\in B \subset U \subset M with U \cong \mathbb{R}^n. Then \mu_x, \mu_y are compatible if
\[\begin{tikzcd}
{H_n(M, M/\{x\})} & & {H_n(M, M/U)} \arrow[ll, "\cong"] & & {H_n(M, M/\{y\})} \arrow[ll, "\cong"] \\
\mu_x & & \mu_U \arrow[ll, maps to] & & \mu_y \arrow[ll, maps to]
\end{tikzcd}\]
\begin{defi}\label{defi:orientation}
An \textbf{orientation} of M is a compatible family of local orientations \mu_x for \forall x\in M.
\end{defi}
\begin{exam}
\mathbb{R}P^3 is \textbf{not} orientable.
\end{exam}
\begin{thm}\label{thm:poincare_duality}
If Ms a closed, oriented n-manifold, then there is an isomorphism
\begin{tikzcd}
{H^k(M, R)} \arrow[rr, "\cong"] & & {H_{n-k}(M, R)}
\end{tikzcd}
for any commutative ring R and any k\in \mathbb{Z}.
\end{thm}
\begin{rem}
For R = \mathbb{Z}/2, we don't need M to be oriented.
\end{rem}
\bibliographystyle{apalike}
\bibliography{}
\end{document}
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