Bibliographic record
Abstract
After the defeat of Napoleon at Waterloo in 1815, Britain began a period of Imperial expansion tht continued throughout the Victorian era. As the colonies grew, so did the number of colonial institutions of higher education. For founders of mathematics departments looking to perpetuate the tradition of the mother country, Cambridge was the obvious model to follow, and many new colonial universities, especially those in Australia, provided a source of employment for Cambridge wranglers. Mathematics graduates from Scotland also found their way overseas, notably to New Zealand and South Africa. India provided employment not only on the sub-Continent, but in England too, the latter throught the mathematics departments of the East India Company's training colleges of Addiscombe and Haileybury and the Royal Indian Engineering College at Cooper's Hill. Meanwhile Canada, with its older tradition of higher education, did not so much provide employment for wranglers, as a place for them to visit. The British Association meetings held in Montreal (1884) and Toronto (1897) were the first to be held on foreign soil, and several mathematicians took the opportunity to make the trip across the Atlantic.
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.
How this classification was reachedexpand
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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.009 | 0.003 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.021 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".