Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Advanced undergraduate or beginning graduate students need a unified foundation for their study of geometry, analysis, and algebra. This book, first published in 2003, uses categorical algebra to build such a foundation, starting from intuitive descriptions of mathematically and physically common phenomena and advancing to a precise specification of the nature of Categories of Sets. Set theory as the algebra of mappings is introduced and developed as a unifying basis for advanced mathematical subjects such as algebra, geometry, analysis, and combinatorics. The formal study evolves from general axioms which express universal properties of sums, products, mapping sets, and natural number recursion. The distinctive features of Cantorian abstract sets, as contrasted with the variable and cohesive sets of geometry and analysis, are made explicit and taken as special axioms. Functor categories are introduced in order to model the variable sets used in geometry, and to illustrate the failure of the axiom of choice. An appendix provides an explicit introduction to necessary concepts from logic, and an extensive glossary provides a window to the mathematical landscape.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it