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Geometry of numbers, class group statistics and free path lengthsHolmin, Samuel January 2015 (has links)
This thesis contains four papers, where the first two are in the area of geometry of numbers, the third is about class group statistics and the fourth is about free path lengths. A general theme throughout the thesis is lattice points and convex bodies. In Paper A we give an asymptotic expression for the number of integer matrices with primitive row vectors and a given nonzero determinant, such that the Euclidean matrix norm is less than a given large number. We also investigate the density of matrices with primitive rows in the space of matrices with a given determinant, and determine its asymptotics for large determinants. In Paper B we prove a sharp bound for the remainder term of the number of lattice points inside a ball, when averaging over a compact set of (not necessarily unimodular) lattices, in dimensions two and three. We also prove that such a bound cannot hold if one averages over the space of all lattices. In Paper C, we give a conjectural asymptotic formula for the number of imaginary quadratic fields with class number h, for any odd h, and a conjectural asymptotic formula for the number of imaginary quadratic fields with class group isomorphic to G, for any finite abelian p-group G where p is an odd prime. In support of our conjectures we have computed these quantities, assuming the generalized Riemann hypothesis and with the aid of a supercomputer, for all odd h up to a million and all abelian p-groups of order up to a million, thus producing a large list of “missing class groups.” The numerical evidence matches quite well with our conjectures. In Paper D, we consider the distribution of free path lengths, or the distance between consecutive bounces of random particles in a rectangular box. If each particle travels a distance R, then, as R → ∞ the free path lengths coincides with the distribution of the length of the intersection of a random line with the box (for a natural ensemble of random lines) and we determine the mean value of the path lengths. Moreover, we give an explicit formula for the probability density function in dimension two and three. In dimension two we also consider a closely related model where each particle is allowed to bounce N times, as N → ∞, and give an explicit formula for its probability density function. / <p>QC 20151204</p>
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Class Numbers of Ray Class Fields of Imaginary Quadratic FieldsKucuksakalli, Omer 01 May 2009 (has links)
Let K be an imaginary quadratic field with class number one and let [Special characters omitted.] be a degree one prime ideal of norm p not dividing 6 d K . In this thesis we generalize an algorithm of Schoof to compute the class number of ray class fields [Special characters omitted.] heuristically. We achieve this by using elliptic units analytically constructed by Stark and the Galois action on them given by Shimura's reciprocity law. We have discovered a very interesting phenomena where p divides the class number of [Special characters omitted.] . This is a counterexample to the elliptic analogue of a well-known conjecture, namely the Vandiver's conjecture.
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Bridging a gap : Interfacing vocal technique and repertoireBrander, Adéle January 2024 (has links)
After an intense period of concerts and projects that involved learning large quantities of new music I realized that I often got vocally tired when learning music. I have always been a quick learner but my method of learning has not always been beneficial for my vocal health. In this project I have explored new ways of learning music in which I prioritize vocal health. I have deepened my understanding of the vocal mechanism and experimented with vocal exercises as a part of learning repertoire. Making and listening to recordings of my repertoire and working sessions has helped me to hone my approach. I worked with two pieces of repertoire, spending three weeks on each piece, and focused on different parts of the learning process every week. After completing the work with each piece I chose a few of the recordings to show my singing teacher and a small group of my singing colleagues. This led to meaningful discussions that took my work further. This project has helped me to practice efficiently without becoming vocally tired, created a bridge between repertoire work and vocal technique, and increased the quality of my everyday work as a classical singer.
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