The Universal Finite Set 3
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Sets, Functions
Sets 1 Sets Informally: A set is a collection of (mathematical) objects, with the collection treated as a single mathematical object. Examples: • real numbers, • complex numbers, C • integers, • All students in our class Defining Sets Sets can be defined directly: e.g. {1,2,4,8,16,32,…}, {CSC1130,CSC2110,…} Order, number of occurence are not important. e.g. {A,B,C} = {C,B,A} = {A,A,B,C,B} A set can be an element of another set. {1,{2},{3,{4}}} Defining Sets by Predicates The set of elements, x, in A such that P(x) is true. {}x APx| ( ) The set of prime numbers: Commonly Used Sets • N = {0, 1, 2, 3, …}, the set of natural numbers • Z = {…, -2, -1, 0, 1, 2, …}, the set of integers • Z+ = {1, 2, 3, …}, the set of positive integers • Q = {p/q | p Z, q Z, and q ≠ 0}, the set of rational numbers • R, the set of real numbers Special Sets • Empty Set (null set): a set that has no elements, denoted by ф or {}. • Example: The set of all positive integers that are greater than their squares is an empty set. • Singleton set: a set with one element • Compare: ф and {ф} – Ф: an empty set. Think of this as an empty folder – {ф}: a set with one element. The element is an empty set. Think of this as an folder with an empty folder in it. Venn Diagrams • Represent sets graphically • The universal set U, which contains all the objects under consideration, is represented by a rectangle. -
Open Class Determinacy Is Preserved by Forcing 3
OPEN CLASS DETERMINACY IS PRESERVED BY FORCING JOEL DAVID HAMKINS AND W. HUGH WOODIN Abstract. The principle of open class determinacy is preserved by pre-tame class forcing, and after such forcing, every new class well-order is isomorphic to a ground-model class well-order. Similarly, the principle of elementary trans- finite recursion ETRΓ for a fixed class well-order Γ is preserved by pre-tame class forcing. The full principle ETR itself is preserved by countably strate- gically closed pre-tame class forcing, and after such forcing, every new class well-order is isomorphic to a ground-model class well-order. Meanwhile, it remains open whether ETR is preserved by all forcing, including the forcing merely to add a Cohen real. 1. Introduction The principle of elementary transfinite recursion ETR—according to which every first-order class recursion along any well-founded class relation has a solution—has emerged as a central organizing concept in the hierarchy of second-order set theories from G¨odel-Bernays set theory GBC up to Kelley-Morse set theory KM and beyond. Many of the principles in the hierarchy can be seen as asserting that certain class recursions have solutions. KM + class-DC KM+CC KM 1 GBC + Π1-comprehension GBC + Open determinacy for class games GBC+ETR = GBC+ Clopen determinacy for class games = GBC + iterated truth predicates GBC + ETROrd = GBC+ Class forcing theorem arXiv:1806.11180v1 [math.LO] 28 Jun 2018 = GBC + truth predicates for LOrd,ω(∈, A) = GBC + truth predicates for LOrd,Ord(∈, A) = GBC + Ord-iterated truth predicates = GBC + Boolean set-completions exist = GBC+Clopen determinacy for class games of rank Ord+1 GBC + ETRω GBC + Con(GBC) GBC In addition, many of these principles, including ETR and its variants, are equiv- alently characterized as determinacy principles for certain kinds of class games. -
Chapter I Set Theory
Chapter I Set Theory There is surely a piece of divinity in us, something that was before the elements, and owes no homage unto the sun. Sir Thomas Browne One of the benefits of mathematics comes from its ability to express a lot of information in very few symbols. Take a moment to consider the expression d sin( θ). dθ It encapsulates a large amount of information. The notation sin( θ) represents, for a right triangle with angle θ, the ratio of the opposite side to the hypotenuse. The differential operator d/dθ represents a limit, corresponding to a tangent line, and so forth. Similarly, sets are a convenient way to express a large amount of information. They give us a language we will find convenient in which to do mathematics. This is no accident, as much of modern mathematics can be expressed in terms of sets. 1 2 CHAPTER I. SET THEORY 1 Sets, subsets, and set operations 1.A What is a set? A set is simply a collection of objects. The objects in the set are called the elements . We often write down a set by listing its elements. For instance, the set S = 1, 2, 3 has three elements. Those elements are 1, 2, and 3. There is a special symbol,{ }, that we use to express the idea that an element belongs to a set. For instance, we∈ write 1 S to mean that “1 is an element of S.” For∈ the set S = 1, 2, 3 , we have 1 S, 2 S, and 3 S. -
Sets and Functions
Unit SF Sets and Functions Section 1: Sets The basic concepts of sets and functions are topics covered in high school math courses and are thus familiar to most university students. We take the intuitive point of view that sets are unordered collections of objects. We first recall some standard terminology and notation associated with sets. When we speak about sets, we usually have a “universal set” U in mind, to which the various sets of our discourse belong. Definition 1 (Set notation) A set is an unordered collection of distinct objects. We use the notation x ∈ S to mean “x is an element of S” and x∈ / S to mean “x is not an element of S.” Given two subsets (subcollections) of U, X and Y , we say “X is a subset of Y ,” written X ⊆ Y , if x ∈ X implies that x ∈ Y . Alternatively, we may say that “Y is a superset of X.” X ⊆ Y and Y ⊇ X mean the same thing. We say that two subsets X and Y of U are equal if X ⊆ Y and Y ⊆ X. We use braces to designate sets when we wish to specify or describe them in terms of their elements: A = {a, b, c}, B = {2, 4, 6,...}. A set with k elements is called a k-set or set with cardinality k. The cardinality of a set A is denoted by |A|. Since a set is an unordered collection of distinct objects, the following all describe the same 3-element set {a, b, c} = {b, a, c} = {c, b, a} = {a, b, b, c, b}. -
Church's Set Theory with a Universal
Church’s Set Theory with a Universal Set Thomas Forster Contents 1 Rieger-Bernays permutation models 2 2 Church-Oswald models 6 2.1 Applications of the technique . 9 2.1.1 Models of NF2 ........................ 9 2.1.2 An elementary example . 11 2.1.3 P-extending models of Zermelo to models of NFO . 14 2.1.4 Church’s Model . 17 2.2 Wellfounded sets in CO-structures . 20 3 Open problems 26 3.1 The Axioms of Sumset and Power set . 26 3.2 Natural strengthenings of theorem 22 . 26 3.3 Axiomatisability . 27 3.4 Constructive CO constructions . 27 3.5 Schr¨oder-Bernstein . 28 3.6 Mitchell’s set theory . 29 3.7 Extensional quotients? . 29 Abstract A detailed and fairly elementary introduction is given to the techniques used by Church to prove the consistency of his set theory with a universal set by constructing models of it from models of ZF. The construction is explained and some general facts about it proved. Introduction In 1974 Alonzo Church and Urs Oswald simultaneously and independently lit upon a refinement of Rieger-Bernays permutation models which enabled them to give elementary proofs of consistency for some set theories with a universal set. My own interest began much later, when I made the aquaintance of Flash Sheridan, a former student of Church’s who was then writing an Oxford D.Phil. 1 thesis on Church’s work in this area. I am greatly endebted to Flash for kindling my interest in this engaging bywater, and for showing me some relevant and (even now) unpublished material. -
Consistent Set Theories with Universal Set
IV CONSISTENT SET THEORIES WITH UNIVERSAL SET On occasion of the 1971 Berkeley symposium celebrating Alfred Tarski’s achievements in logic and algebra Alonzo Church, who otherwise did not work much in set theory, presented a new system of set theory (Church 1974). Church saw the two basic assumptions of post-naïve set theories in a restriction of comprehension to a form of separation (as in ZFC) and in a limitation of size (as in NBG). Similar to the criticism levelled against Limitation of Size in chapter II above Church regarded Limitation of Size as ad hoc (against the antinomies) and ‘never well supported’ as it proclaims a stopping point of further structures although classes are introduced (in NBG and MK) as collections, which can be quantified over. Church’s set theory – let us call it “CST” here – follows ZFC in its idea of separation, but allows for collections that are ‘large’ in a way that even the larger transfinite sets of ZFC are not. CST does not introduce classes, but introduces a distinction within the area of sets. It allows even for U = {x | x=x}. CST distinguishes between ‘low sets’, which have a 1:1-relation to a well- founded set, ‘high sets’, which are (absolute) complements of low sets and ‘intermediate’ sets which are neither. These labels pertain to the cardinality of sets. High sets are in 1:1-correspondence to the universal set U, low sets never. Because of the CST version of the Axiom of Choice for a set x which is not low every ordinal has a 1:1-relation to some subset of x. -
Section 6.1 Sets and Set Operations
Section 6.1 Sets and Set Operations Sets A set is a well-defined collection of objects. The objects in this collection are called elements of the set. If a is an element of the set A then we write a A,ifa is not an element of a set A,thenwe 2 write a/A. 2 Roster and Set-Builder Notation Roster notation will be used most commonly in this class, and consists of listing the elements of a set in between curly braces. Set-builder notation is when a rule is used to define a definite property that an object must have in order to be in the set. 1. Let A be the set of all letters in the English alphabet. (a) Write A in roster notation and in set-builder notation. (b) Is the greek letter β an element of A? Set Equality Two sets A and B are equal,writtenA = B,ifandonlyiftheyhaveexactlythe same elements. 2. Let A = a, e, l, t, r . Which of the following sets are equal to A?(Chooseallthatapply.) { } (a) x xisaletterofthewordlatter { | } (b) x xisaletterofthewordlater { | } (c) x xisaletterofthewordlate { | } (d) x xisaletterofthewordrated { | } (e) x xisaletterofthewordrelate { | } Subset If every element of a set A is also an element of a set B,thenwesaythatA is a subset of B and we write A B. ✓ Note: If we write A B,thenthismeansthatA is a proper subset of B,withoutthepossibility ⇢ of equality. Therefore, for any set A, A is NOT a proper subset of itself. 3. If A = u, v, y, z and B = x, y, z ,determinewhetherthefollowingstatementsaretrueorfalse. -
An Introduction to Elementary Set Theory
An Introduction to Elementary Set Theory Guram Bezhanishvili and Eachan Landreth∗ 1 Introduction In this project we will learn elementary set theory from the original historical sources by two key figures in the development of set theory, Georg Cantor (1845{1918) and Richard Dedekind (1831{ 1916). We will learn the basic properties of sets, how to define the size of a set, and how to compare different sizes of sets. This will enable us to give precise definitions of finite and infinite sets. We will conclude the project by exploring a rather unusual world of infinite sets. Georg Cantor, the founder of set theory, considered by many as one of the most original minds in the history of mathematics, was born in St. Petersburg, Russia in 1845. His parents moved the family to Frankfurt, Germany in 1856. Cantor entered the Wiesbaden Gymnasium at the age of 15, and two years later began his university career in Z¨urich, Switzerland. In 1863 he moved to the University of Berlin, which during Cantor's time was considered the world's leading center of mathematical research. Four years later Cantor received his doctorate under the supervision of the great Karl Weierstrass (1815{1897). In 1869 Cantor obtained an unpaid lecturing post at the University of Halle. Ten years later he was promoted to a full professor. However, Cantor never achieved his dream of holding a Chair of Mathematics at Berlin. It is believed that one of the main reasons was the nonacceptance of his theories of infinite sets by the leading mathematicians of that time, most noticeably by Leopold Kronecker (1823{1891), a professor at the University of Berlin and a very influential figure in German mathematics, both mathematically and politically. -
The Axiom of Determinacy
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2010 The Axiom of Determinacy Samantha Stanton Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Physical Sciences and Mathematics Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/2189 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. College of Humanities and Sciences Virginia Commonwealth University This is to certify that the thesis prepared by Samantha Stanton titled “The Axiom of Determinacy” has been approved by his or her committee as satisfactory completion of the thesis requirement for the degree of Master of Science. Dr. Andrew Lewis, College of Humanities and Sciences Dr. Lon Mitchell, College of Humanities and Sciences Dr. Robert Gowdy, College of Humanities and Sciences Dr. John Berglund, Graduate Chair, Mathematics and Applied Mathematics Dr. Robert Holsworth, Dean, College of Humanities and Sciences Dr. F. Douglas Boudinot, Graduate Dean Date © Samantha Stanton 2010 All Rights Reserved The Axiom of Determinacy A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science at Virginia Commonwealth University. by Samantha Stanton Master of Science Director: Dr. Andrew Lewis, Associate Professor, Department Chair Department of Mathematics and Applied Mathematics Virginia Commonwealth University Richmond, Virginia May 2010 ii Acknowledgment I am most appreciative of Dr. Andrew Lewis. I would like to thank him for his support, patience, and understanding through this entire process. -
Russell, His Paradoxes, and Cantor's Theorem: Part I
Philosophy Compass 5/1 (2010): 16–28. Russell, His Paradoxes, and Cantor’s Theorem: Part I Kevin C. Klement∗ University of Massachusetts Abstract In these articles, I describe Cantor’s power-class theorem, as well as a number of logical and philosophical paradoxes that stem from it, many of which were discovered or considered (implic- itly or explicitly) in Bertrand Russell’s work. These include Russell’s paradox of the class of all classes not members of themselves, as well as others involving properties, propositions, descriptive senses, class-intensions, and equivalence classes of coextensional properties. Part I focuses on Can- tor’s theorem, its proof, how it can be used to manufacture paradoxes, Frege’s diagnosis of the core difficulty, and several broad categories of strategies for offering solutions to these paradoxes. 1. Introduction In 1961, W. V. Quine described a philosophical method he dubbed ‘The Ways of Para- dox’. It begins with a seemingly well-reasoned argument leading to an apparently ab- surd conclusion. It continues with careful scrutiny of the reasoning involved. If we are ultimately unwilling to accept the conclusion as justified, the process may end with the conclusion that, ‘some tacit and trusted pattern of reasoning must be made explicit and be henceforward avoided or revised’ (‘Ways’ 11). This method perfectly describes Bertrand Russell’s philosophical work, especially from 1901 to 1910, while composing Principia Mathematica. Russell is most closely associated with the class-theoretic antinomy bearing his name: the class of all those classes that are not members of themselves would appear to be a member of itself if and only if it is not. -
Sets and Venn Diagrams
The Improving Mathematics Education in Schools (TIMES) Project NUMBER AND ALGEBRA Module 1 SETS AND VENN DIAGRAMS A guide for teachers - Years 7–8 June 2011 YEARS 78 Sets and Venn diagrams (Number and Algebra : Module 1) For teachers of Primary and Secondary Mathematics 510 Cover design, Layout design and Typesetting by Claire Ho The Improving Mathematics Education in Schools (TIMES) Project 2009‑2011 was funded by the Australian Government Department of Education, Employment and Workplace Relations. The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations. © The University of Melbourne on behalf of the International Centre of Excellence for Education in Mathematics (ICE‑EM), the education division of the Australian Mathematical Sciences Institute (AMSI), 2010 (except where otherwise indicated). This work is licensed under the Creative Commons Attribution‑ NonCommercial‑NoDerivs 3.0 Unported License. 2011. http://creativecommons.org/licenses/by‑nc‑nd/3.0/ The Improving Mathematics Education in Schools (TIMES) Project NUMBER AND ALGEBRA Module 1 SETS AND VENN DIAGRAMS A guide for teachers - Years 7–8 June 2011 Peter Brown Michael Evans David Hunt Janine McIntosh Bill Pender Jacqui Ramagge YEARS 78 {1} A guide for teachers SETS AND VENN DIAGRAMS ASSUMED KNOWLEDGE • Addition and subtraction of whole numbers. • Familiarity with the English words ‘and’, ‘or’, ‘not’, ‘all’, ‘if…then’. MOTIVATION In all sorts of situations we classify objects into sets of similar objects and count them. This procedure is the most basic motivation for learning the whole numbers and learning how to add and subtract them. -
Corey Bacal Switzer
COREY BACAL SWITZER CONTACT 365 5th Avenue, New York, NY 1001 Department of Mathematics, The Graduate Center, CUNY [email protected] http:nncoreyswitzer.wordpress.com Phone: +1-917-742-4728 EDUCATION Ph.D. in Mathematics, May 2020 (Expected) The Graduate Center, The City University of New York Dissertation Advisors: Gunter Fuchs and Joel David Hamkins Dissertation: Alternative Cicho´nDiagrams and Forcing Axioms Compatible with CH Masters, Second Year in Mathematical Logic and Foundations of Computer Science, May 2016, Honors (Mention Bien) L'Universit´ede Paris 7, Denis Diderot, Paris, France Thesis Advisor: Boban Veliˇckovi´c Thesis: Iterating Generalized Proper Forcings with Side Conditions Masters, First Year in Logic, May 2015, High Honors (Mention Tr`esBien) L'Universit´ede Paris 1, Panth´eon-Sorbonne, Paris, France B.A. in Mathematics and Philosophy, May 2014, High Honors (First Class) Trinity College, Dublin, Ireland A.A. in Liberal Arts, May 2014, Obtained jointly with my high school diploma Bard College, New York PUBLICATIONS AND OTHER WRITING Journal Articles 1. Corey Switzer, The Cichon Diagram for Degrees of Constructibility, forthcoming in Math- ematical Logic Quarterly (2020). 2. Corey Switzer, Specializing Wide Aronszajn Trees Without Adding Reals, Mathematics ArXiv, arXiv:2002.08206 [math.LO], (2020), submitted to the RIMS Kokyuroku. 3. Corey Switzer, Higher Dimensional Cardinal Characteristics for Sets of Functions, Mathe- matics ArXiv, arXiv:1909.07458 [math.LO], (2019), Submitted to The Annals of Pure and Applied Logic. 4. Corey Switzer, Independence in Arithmetic: The Method of (L; n)-Models, Mathematics ArXiv. arXiv: 1906.04273 [math.LO], (2019), submitted to The Bulletin of Symbolic Logic.