This paper presents a proof that the classical geometry as stated by Karol Borsuk [1] follows from the join geometry of Walter Prenowitz [2]. The approach taken is to assume the axioms of Prenowitz. Using these as the foundation, the theory of join geometry is then developed to include such ideas as 'convex set', 'linear set', the important concept of 'dimension', and finally the relation of 'betweenness'. The development is in the form of definitions with the important extensions given in the form of theorems. With a firm foundation of theorems in the join geometry, the axioms of classical geometry are examined, and then they are proved as theorems or modified and proved as theorems. The basic notation to be used is that of set theory. No distinction is made between the set consisting of a single element and the element itself. Thus the notation for set containment is ⊂, and is used to denote element containment also. The set containing no elements, or the empty set, is denoted by Ø, The set of points belonging to at least one of the sets under consideration is called union, denoted ∪. The set of points belonging to each of the sets under consideration is called the intersection and denoted by ∩. Any other notation used will be defined at the first usage.

Following the work of Conant and Vogtmann on determining the homology of the group of outer automorphisms of a free group, a new nontrivial class in the rational homology of Outer space is established for the free group of rank eight. The methods started in [8] are heavily exploited and used to create a new graph complex called the space of good chord diagrams. This complex carries with it significant computational advantages in determining possible nontrivial homology classes.Next, we create a basepointed version of the Lie operad and explore some of it proper- ties. In particular, we prove a Kontsevich-type theorem that relates the Lie homology of a particular space to the cohomology of the group of automorphisms of the free group.

The intent of this paper is to present the reader will enough information to spark a curiosity in to the subject. By no means is the following a complete formulation of any of the topics covered. I want to give the reader a tour of the mathematical landscape. There are plenty of further details to explore in each section, I have just touched the tip the iceberg. The work is basically in four sections: Numbers, Geometry, Functions, Sets and Logic, which are the basic building blocks of Math. The first sections are a exposition into the mathematical objects and their algebras. The last section dives into the foundation of math, sets and logic, and develops the ``language'' of Math. My hope is that after this, the reader will have the necessary (maybe not sufficient) information needed to talk the language of Math.

A motivational problem for group homology is a conjecture of Quillen that states, as reformulated by Anton, that the second homology of the general linear group over R = Z[1/p; ζp], for p an odd prime, is isomorphic to the second homology of the group of units of R, where the homology calculations are over the field of order p. By considering the group extension spectral sequence applied to the short exact sequence 1 → SL2 → GL2 → GL1 → 1 we show that the calculation of the homology of SL2 gives information about this conjecture. We also present a series of algorithms that finds an upper bound on the second homology group of a finitely-presented group. In particular, given a finitely-presented group G, Hopf's formula expresses the second integral homology of G in terms of generators and relators; the algorithms exploit Hopf's formula to estimate H2(G; k), with coefficients in a finite field k. We conclude with sample calculations using the algorithms.

This dissertation demonstrates a procedure to view any quasitoric manifold as a “minimal” sub-manifold of an ambient quasitoric manifold of codimension two via the wedge construction applied to the quotient polytope. These we term wedge quasitoric manifolds. We prove existence utilizing a construction on the quotient polytope and characteristic matrix and demonstrate conditions allowing the base manifold to be viewed as dual to the first Chern class of the wedge manifold. Such dualization allows calculations of KO characteristic classes as in the work of Ochanine and Fast. We also examine the Todd genus as it relates to two types of wedge quasitoric manifolds. Background matter on polytopes and toric topology, as well as spin and complex cobordism are provided.

Hydraulic geometry relationships and regional curves are used in natural channel design to assist engineers, biologists, and fluvial geomorphologists in the efforts undertaken to ameliorate previous activities that have diminished, impaired or destroyed the structure and function of stream systems. Bankfull channel characteristics were assessed for 14 United States Geological Survey (USGS) gaged sites in the Inner Bluegrass and 15 USGS gaged sites in the Outer Bluegrass Regions of Kentucky. Hydraulic geometry relationships and regional curves were developed for the aforementioned regions. Analysis of the regression relationships showed that bankfull discharge is a good explanatory variable for bankfull parameters such as area, width and depth. The hydraulic geometry relationships developed produced high R2 values up to 0.95. The relationships were also compared to other studies and show strong relationships to both theoretical and empirical data. Regional curves, relating drainage area to bankfull parameters, were developed and show that drainage area is a good explanatory variable for bankfull parameters. R2 values for the regional curves were as high as 0.98.

In this thesis, we introduce the notion of quadratic forms and provide motivation for their study. We begin by discussing Diophantine equations, the field of p-adic numbers, and the Hasse-Minkowski Theorem that allows us to use p-adic analysis determine whether a quadratic form has a rational root. We then discuss search bounds and state Cassels' Theorem for small-height zeros of rational quadratic forms. We end with a proof of Cassels' Theorem and suggestions for further reading.

Mathematics education is a constant topic of conversation in the United States. Many attempts have been made historically to reform teaching methods and improve student results. Particularly, past ideas have emphasized problem-solving to make math feel more applicable and enjoyable. Many have additionally tackled the widespread problem of “math anxiety” by creating lessons that are more discussion-based than drill-based to shift focus from speed and accuracy. In my project, I explored past reform goals and some added goals concerning students' perceptions of mathematics. To do so, I created and tested a pilot workshop in topology, a creative and intuitive field, for use in 4th-6th grade classrooms. Preliminary results suggest some success in altering student views on mathematics.

We obtain explicit formulae for Lagrangian representations of the (p, q, r)-triangle group into the group of direct isometries of the complex hyperbolic plane in the case where p=q=r. Numerically approximated matrix generators of representations of the (p, p, p)-triangle group are obtained using a special basis. The numerical approximations are then used to guess the exact generators by a process utilizing the LLL algorithm. The matrices are proved rigorously to generate Lagrangian representations of the (p, p, p)-triangle group and are applied to the problem of deciding whether or not an interval contains representations of the (p, p, p)-triangle group which are not discrete.

In this paper we show how to give an intrinsic definition of a constructible circle on the sphere. The classical definition of constructible circle in the plane, using straight edge and compass is there by translated in ters of so called Lenart tools. The process by which we achieve our goal involves concepts from the algebra of Hermitian matrices, complex variables, and Sterographic projection. However, the discussion is entirely elementary throughout and hopefully can serve as a guide for teachers in advanced geometry.