Mathematics

I will discuss techniques to get upper and lower bounds for moments of zeta and L-functions. The lower bounds are unconditional and the upper bounds in general rely on the Riemann Hypothesis. In several cases of low moments, one can obtain asymptotics, and I may discuss a couple of such recent cases.

This lecture is part of a series of 3

1. Lecture 1: distribution-values-zeta-and-l-functions-1-3
2. Lecture 2: Moments of zeta and L-functions on the Critical Line, I
3. Lecture 3: Moments of zeta and L-functions on the critical line, II

I will discuss the distribution of values of zeta and L-functions when restricted to the right of the critical line. Here the values are well understood by probabilistic models involving “random Euler products”. This fails on the critical line, and the L-values here have a different flavor here with Selberg’s theorem on log normality being a representative result.

This lecture is part of a series of 3

1. Lecture 1: distribution-values-zeta-and-l-functions-1-3
2. Lecture 2: Moments of zeta and L-functions on the Critical Line, I
3. Lecture 3: Moments of zeta and L-functions on the critical line, II

Artin conjectured that each of his non-abelian L-series extends to an entire function if the associated Galois representation is nontrivial and irreducible. We will discuss the status of this conjecture and discuss briefly its relation to the Langlands program.

This lecture is part of a series of 3.

• Lecture 1: Introduction to Artin L-series
• Lecture 2: Holomorphy Conjecture and Recent Progress
• Lecture 3: Special Values of Artin L-series

N.B. This video is a translation into Squamish by T'naxwtn, Peter Jacobs of the Squamish Nation

In Small Num­ber and the Old Canoe math­e­mat­ics is present through­out the story with the hope that this expe­ri­ence will make at least some mem­bers of our young audi­ence, with the moderator’s help, rec­og­nize more math­e­mat­ics around them in their every­day lives. We use terms like smooth, shape, oval, and sur­face, the math­e­mat­i­cal phrase­ol­ogy like, It must be at least a hun­dred years old, the artist skill­fully presents reflec­tion (sym­me­try) of trees in water, and so on. The idea behind this approach is to give the mod­er­a­tor a few open­ings to intro­duce or empha­size var­i­ous math­e­mat­i­cal objects, con­cepts, and ter­mi­nol­ogy. The short film is a lit­tle math sus­pense story and our ques­tion is related only to one part of it. The aim of the ques­tion is to lead to an intro­duc­tion at an intu­itive level of the con­cept of a func­tion and the essence of the prin­ci­ple of inclusion-exclusion as a count­ing tech­nique. The authors would also like to give their audi­ence an oppor­tu­nity to appre­ci­ate that in order to under­stand a math ques­tion, one often needs to read (or in this case, watch) a prob­lem more than once.

For additional details see http://mathcatcher.irmacs.sfu.ca/story/small-number-and-old-canoe