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<CourseUnit xmlns="http://www.manchester.ac.uk/CUICourseUnitDetails" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.manchester.ac.uk/CUICourseUnitDetails.xsd">
  <UnitCode Applicant="Y" Label="Unit code" Student="Y">
    <Code>MATH62141</Code>
  </UnitCode>
  <UnitTitle Applicant="Y" Label="Unit title" Student="Y">
    <Title>Analysis, Random Walks and Groups</Title>
  </UnitTitle>
  <MaxUnits Applicant="Y" Label="Credit rating" Student="Y">
    <Units>15</Units>
  </MaxUnits>
  <TeachingPeriods Applicant="Y" Label="Teaching period(s)" Student="Y">
    <Period>Semester 1</Period>
  </TeachingPeriods>
  <AcademicCareer Applicant="Y" Label="Academic career" Student="Y">
    <Value>Postgraduate Taught</Value>
  </AcademicCareer>
  <UnitLevel Applicant="Y" Label="Unit level" Student="Y">
    <Level>Level 6</Level>
  </UnitLevel>
  <StaffList Applicant="Y" Label="Teaching staff" RoleLabel="Course Unit Role" Student="Y">
    <StaffMember>
      <Name>Tuomas Sahlsten</Name>
      <Role>Unit coordinator</Role>
    </StaffMember>
  </StaffList>
  <OfferedBy Applicant="Y" Label="Offered by" Student="Y">
    <OrganisationList>
      <Organisation>
        <OrgName>Department of Mathematics</OrgName>
      </Organisation>
    </OrganisationList>
    <GroupList>
      <Group>
        <GroupName></GroupName>
      </Group>
    </GroupList>
    <FheqLevels>
      <FheqLevel>
        <LevelNumber>1</LevelNumber>
        <LevelName>FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' </LevelName>
      </FheqLevel>
    </FheqLevels>
    <Ects>
      <MaxUnits>European Credit Transfer &amp; Accumulation System Rating :   7.5</MaxUnits>
    </Ects>
  </OfferedBy>
  <MarketingOverview Applicant="Y" Label="Marketing Course unit overview" Student="">
    <Content>&lt;p&gt;How many times should we shuffle a deck of 52 cards to make it &amp;ldquo;sufficiently random&amp;rsquo;&amp;rsquo;? What types of shuffling work best? These questions can be answered by realising the card shuffling as a random walk on the symmetric group S&lt;sub&gt;&lt;font size="2"&gt;52&lt;/font&gt;&lt;/sub&gt; of 52 elements and employing fundamental tools from Harmonic Analysis to compute the answers. In the case of riffle shuffles the surprising answer is that after roughly 6 shuffles the deck will still be quite ordered, but at the 7th shuffle the deck suddenly becomes very random. Similar ideas can also be realised when scrambling a Rubik&amp;rsquo;s Cube and asking how &amp;ldquo;random&amp;rsquo;&amp;rsquo; the scramble is.&lt;/p&gt;&lt;p&gt;The topics of the course form an introduction to a currently a very exciting and emerging field, using ideas involving the combinatorial properties of groups, analysis and probability theory. Hence the course suits well for anyone with any interest to any of these topics even if weaker in the others. We will revise all the topics in the beginning of the course.&lt;/p&gt;&lt;p&gt;The course starts with the basics by reviewing first year probability notions and introducing probabilistic tools such as convolution, which are natural in the context of groups. For simplicity we will first concentrate on the cyclic group Z_&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;, but many of the core ideas are similar in more complicated groups such as the symmetric group. We will introduce fundamental topics from Harmonic Analysis such as Fourier transform and demonstrate how they can be applied here.&lt;/p&gt;&lt;p&gt;As prerequisites it helps to be comfortable with probabilistic language of &amp;ldquo;probability of an event&amp;rsquo;&amp;rsquo;, &amp;ldquo;expectation&amp;rsquo;&amp;rsquo;, &amp;ldquo;independence&amp;rsquo;&amp;rsquo;, which are presented in the first year probability course, but we will revise these notions in the beginning. On group theory it helps to be familiar with basic examples such as the symmetric group. From analysis it helps to be comfortable with complex numbers and sequences and series.&lt;/p&gt;</Content>
  </MarketingOverview>
  <UnitOverview Applicant="" Label="Course unit overview" Student="Y">
    <Content>&lt;p&gt;How many times should we shuffle a deck of 52 cards to make it &amp;ldquo;sufficiently random&amp;rsquo;&amp;rsquo;? What types of shuffling work best? These questions can be answered by realising the card shuffling as a random walk on the symmetric group S&lt;sub&gt;&lt;font size="2"&gt;52&lt;/font&gt;&lt;/sub&gt; of 52 elements and employing fundamental tools from Harmonic Analysis to compute the answers. In the case of riffle shuffles the surprising answer is that after roughly 6 shuffles the deck will still be quite ordered, but at the 7th shuffle the deck suddenly becomes very random. Similar ideas can also be realised when scrambling a Rubik&amp;rsquo;s Cube and asking how &amp;ldquo;random&amp;rsquo;&amp;rsquo; the scramble is.&lt;/p&gt;&lt;p&gt;The topics of the course form an introduction to a currently a very exciting and emerging field, using ideas involving the combinatorial properties of groups, analysis and probability theory. Hence the course suits well for anyone with any interest to any of these topics even if weaker in the others. We will revise all the topics in the beginning of the course.&lt;/p&gt;&lt;p&gt;The course starts with the basics by reviewing first year probability notions and introducing probabilistic tools such as convolution, which are natural in the context of groups. For simplicity we will first concentrate on the cyclic group Z_&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;, but many of the core ideas are similar in more complicated groups such as the symmetric group. We will introduce fundamental topics from Harmonic Analysis such as Fourier transform and demonstrate how they can be applied here.&lt;/p&gt;&lt;p&gt;As prerequisites it helps to be comfortable with probabilistic language of &amp;ldquo;probability of an event&amp;rsquo;&amp;rsquo;, &amp;ldquo;expectation&amp;rsquo;&amp;rsquo;, &amp;ldquo;independence&amp;rsquo;&amp;rsquo;, which are presented in the first year probability course, but we will revise these notions in the beginning. On group theory it helps to be familiar with basic examples such as the symmetric group. From analysis it helps to be comfortable with complex numbers and sequences and series.&lt;/p&gt;</Content>
  </UnitOverview>
  <Aims Applicant="Y" Label="Aims" Student="Y">
    <Content>&lt;p&gt;The course will show how fundamental concepts and tools from analysis, probability and algebra can be used together to describe long-time asymptotic behaviour of random walks on groups.&lt;/p&gt;</Content>
  </Aims>
  <LearningOutcomes Applicant="Y" Label="Learning outcomes" Student="Y">
    <Content>&lt;p&gt;On successful completion of this course unit students will be able to:&amp;nbsp;&lt;/p&gt;&lt;p&gt;- define total variation distances between probability distributions on the group Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;, calculate and estimate these distances for various distributions in Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;&lt;/p&gt;&lt;p&gt;- define entropy of probability distributions in Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;, compute and estimate entropy for various examples in Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt; and relate entropy to the total variation distance&lt;/p&gt;&lt;p&gt;- define and compute convolutions of probability distributions on Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;, model random walks as iterated convolutions and estimate probabilities of events using iterated convolutions,&lt;/p&gt;&lt;p&gt;- define Fourier transforms on the group Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt; and estimate Fourier transforms of probability distributions and their convolutions on Z&lt;sub&gt;&lt;font size="2"&gt;N,&lt;/font&gt;&lt;/sub&gt;&lt;/p&gt;&lt;p&gt;- prove fundamental theorems in harmonic analysis such as convolution theorem and Plancherel&amp;rsquo;s theorem in Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;&lt;/p&gt;&lt;p&gt;- outline the calculations and estimates of finding the total variation distances of convolutions of probability distributions to the uniform distribution in Z&lt;sub&gt;&lt;font size="2"&gt;N &lt;/font&gt;&lt;/sub&gt;and alter these proofs in other examples with different constants or parameters,&lt;/p&gt;&lt;p&gt;- explain the key ideas of the theorems and methods presented in the course and describe how each component (harmonic analysis, random walks and group theory) come into play,&lt;/p&gt;&lt;p&gt;- apply the methods presented in the course and prove similar results for analogous contexts such as random walks on higher dimensional lattices (hypercube Z&lt;font size="2"&gt;&lt;sub&gt;2&lt;/sub&gt;&lt;sup&gt;d&lt;/sup&gt;&lt;/font&gt; and the torus Z&lt;font size="2"&gt;&lt;sub&gt;N&lt;/sub&gt;&lt;sup&gt;d&lt;/sup&gt;&lt;/font&gt;), matrix groups (GL(Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;)), models for card shuffling in the symmetric group or models for Rubik&amp;#39;s cube scrambling as subgroups of the symmetric group&lt;/p&gt;</Content>
  </LearningOutcomes>
  <Knowledge Applicant="Y" Label="Knowledge and understanding" Student="Y">
    <Content></Content>
  </Knowledge>
  <IntellectualSkills Applicant="Y" Label="Intellectual skills" Student="Y">
    <Content></Content>
  </IntellectualSkills>
  <PracticalSkills Applicant="Y" Label="Practical skills" Student="Y">
    <Content></Content>
  </PracticalSkills>
  <TransferableSkills Applicant="Y" Label="Transferable skills and personal qualities" Student="Y">
    <Content></Content>
  </TransferableSkills>
  <EmployabilitySkillsList Applicant="Y" Label="Employability skills" Student="Y">
    <Skill>
      <SkillId></SkillId>
      <SkillDescription></SkillDescription>
    </Skill>
  </EmployabilitySkillsList>
  <Syllabus Applicant="Y" Label="Syllabus" Student="Y">
    <Content>&lt;p&gt;Introduction to natural models for random walks on groups such as card shuffles, Rubik&amp;rsquo;s cube and Ehrenfest Urn (2 lectures)&lt;/p&gt;&lt;p&gt;&amp;nbsp;Discrete circle group Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt; (2 lectures)&lt;/p&gt;&lt;ul&gt;	&lt;li&gt;		Revision on fundamentals of group theory in the group Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;&lt;/li&gt;	&lt;li&gt;		Revision on fundamentals of probability and analysis in the group Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;&lt;/li&gt;	&lt;li&gt;		Probability distributions in distributions in Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;, Lebesgue/Uniform and Dirac/Singular distributions&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;&amp;nbsp;Convolution of probability distributions on Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt; (2 lectures)&lt;/p&gt;&lt;ul&gt;	&lt;li&gt;		Definition and heuristics of convolution&lt;/li&gt;	&lt;li&gt;		Realising random walks as iterated convolutions on Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;Measuring randomness on Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt; (3 lectures)&lt;/p&gt;&lt;ul&gt;	&lt;li&gt;		Definition of total variation distance between probability distributions on Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;&lt;/li&gt;	&lt;li&gt;		Entropy of probability distributions in Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;&lt;/li&gt;	&lt;li&gt;		Computing the entropy and total variation distances in Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;, L&lt;sup&gt;&lt;font size="2"&gt;1&lt;/font&gt;&lt;/sup&gt; identity and Pinsker&amp;rsquo;s inequality&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;Introduction to Fourier analysis on Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt; (3 lectures)&lt;/p&gt;&lt;ul&gt;	&lt;li&gt;		Fourier transform in Z&lt;sub&gt;&lt;font size="2"&gt;N&amp;nbsp;&lt;/font&gt;&lt;/sub&gt;&lt;/li&gt;	&lt;li&gt;		Convolution theorem in Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;&lt;/li&gt;	&lt;li&gt;		L&lt;sup&gt;&lt;font size="2"&gt;2&lt;/font&gt;&lt;/sup&gt;&amp;nbsp;theory of Fourier transform: Plancherel theorem in Z&lt;sub&gt;&lt;font size="2"&gt;N&amp;nbsp;&lt;/font&gt;&lt;/sub&gt;&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;Long-time asymptotic behaviour of random walks on Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt; (6 lectures)&lt;/p&gt;&lt;ul&gt;	&lt;li&gt;		Concepts from dynamical systems: ergodicity and mixing of the random walk in Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;&lt;/li&gt;	&lt;li&gt;		Concentration of random walks on subgroups of Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;, connection to additive combinatorics in Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;&lt;/li&gt;	&lt;li&gt;		Quantitative rates: Proof of the Upper Bound Lemma by Diaconis and Shashahani in Z&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;. The result applies Fourier analysis to compute upper bounds of the distance to the uniform distribution on groups&lt;/li&gt;	&lt;li&gt;		Applying the Upper Bound Lemma to prove ergodicity of a random walk in Z_&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt; when there is a spectral gap&lt;/li&gt;	&lt;li&gt;		Applying the Upper Bound Lemma to find explicit mixing times of random walks in Z_&lt;sub&gt;&lt;font size="2"&gt;N&lt;/font&gt;&lt;/sub&gt;&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;Extending the ideas to general groups (6 lecture)&lt;/p&gt;&lt;ul&gt;	&lt;li&gt;		Showing how probability distributions, total variation distance, convolution and random walks can all be done with same proofs in general finite groups such as the hypercube Z&lt;font size="2"&gt;&lt;sub&gt;2&lt;/sub&gt;&lt;sup&gt;d&lt;/sup&gt;&lt;/font&gt;, torus Z&lt;font size="2"&gt;&lt;sub&gt;N&lt;/sub&gt;&lt;sup&gt;d&lt;/sup&gt;&lt;/font&gt; and symmetric group&lt;/li&gt;	&lt;li&gt;		Introduction to harmonic analysis on finite groups (representation theory), applying harmonic analysis to prove the Upper Bound Lemma in general finite groups&lt;/li&gt;	&lt;li&gt;		Applying the ideas to give explicit mixing times for random walks in the symmetric group&lt;/li&gt;	&lt;li&gt;		Modelling card shuffling as a random walk on the symmetric group such as random transpositions, Borel&amp;rsquo;s shuffles, riffle shuffles, overhand shuffles and using the mixing times to find the number of shuffles it takes to mix a deck&lt;/li&gt;&lt;/ul&gt;</Content>
  </Syllabus>
  <TeachingMethods Applicant="Y" Label="Teaching and learning methods" Student="Y">
    <Content></Content>
  </TeachingMethods>
  <AssessmentMethods Applicant="Y" Label="Assessment methods" Student="Y">
    <IntroText> </IntroText>
    <Method>
      <MethodId>0</MethodId>
      <MethodName>Other</MethodName>
      <MethodWeight>20%</MethodWeight>
    </Method>
    <Method>
      <MethodId>1</MethodId>
      <MethodName>Written exam</MethodName>
      <MethodWeight>80%</MethodWeight>
    </Method>
    <OtherDescription>&lt;p&gt;Coursework: Single piece of take-home coursework weighting 20%.&lt;/p&gt;&lt;p&gt;End of semester examination: weighting 80%.&lt;/p&gt;</OtherDescription>
  </AssessmentMethods>
  <FeedbackMethods Applicant="Y" Label="Feedback methods" Student="Y">
    <Content>&lt;p&gt;Weekly tutorials will provide an opportunity for students&amp;rsquo; work to be discussed and provide feedback on their understanding. If necessary, couple of the tutorials might be used as lectures.&lt;/p&gt;</Content>
  </FeedbackMethods>
  <RequirementsList Applicant="Y" Label="Pre/co-requisites" Student="Y">
    <Requirement>
      <UnitCode></UnitCode>
      <UnitTitle></UnitTitle>
      <RequirementType></RequirementType>
      <Description></Description>
    </Requirement>
    <AdditionalRequirement></AdditionalRequirement>
  </RequirementsList>
  <AcademicPrograms Applicant="Y" Label="Academic programmes" Student="Y">
    <AcademicProgram>
      <Program></Program>
      <Plan></Plan>
      <Level></Level>
      <Requirement></Requirement>
    </AcademicProgram>
  </AcademicPrograms>
  <FreeChoice Applicant="Y" Label="Available as a free choice unit?" Student="Y">
    <Content>N</Content>
  </FreeChoice>
  <Accreditation Applicant="Y" Label="Accreditation" Student="Y">
    <Content></Content>
  </Accreditation>
  <RecommendedReading Applicant="Y" Label="Recommended reading" Student="Y">
    <Content>&lt;p&gt;[1] P. Diaconis: Group Representations in Probability and Statistics, IMS Lecture Series volume 11, Institute of Mathematical Statistics, Hayward, California, 1988&lt;/p&gt;&lt;p&gt;[2] E. M. Stein, R. Shakarchi: Fourier Analysis: An Introduction (Princeton Lectures in Analysis), 2011&lt;/p&gt;&lt;p&gt;[3] R. Lyons, Y. Peres: Probability on Trees and Networks, Cambridge Series in Statistical and Probabilistic Mathematics, 2017&lt;/p&gt;</Content>
  </RecommendedReading>
  <StudyHours Applicant="Y" Label="Study hours" Student="Y">
    <IntroText> </IntroText>
    <ScheduledHours Applicant="Y" Label="Scheduled activity hours" Student="Y">
      <ActivityHours>
        <ActivityType>Lectures</ActivityType>
        <Hours>24</Hours>
      </ActivityHours>
      <ActivityHours>
        <ActivityType>Tutorials</ActivityType>
        <Hours>9</Hours>
      </ActivityHours>
    </ScheduledHours>
    <PlacementHours Applicant="Y" Label="Placement hours" Student="Y">
      <ActivityHours>
        <ActivityType></ActivityType>
        <Hours>0</Hours>
      </ActivityHours>
    </PlacementHours>
    <TotalHours Applicant="Y" Label="Independent study hours" Student="Y">
      <Hours>117</Hours>
    </TotalHours>
  </StudyHours>
  <Notes Applicant="Y" Label="Additional notes" Student="Y">
    <Content>&lt;p style="font-family: &amp;quot;Segoe UI&amp;quot;, system-ui, &amp;quot;Apple Color Emoji&amp;quot;, &amp;quot;Segoe UI Emoji&amp;quot;, sans-serif; font-size: 14px;"&gt;This course unit detail provides the framework for delivery in 20/21 and may be subject to change due to any additional Covid-19 impact.&amp;nbsp;&amp;nbsp;&lt;/p&gt;&lt;p style="font-family: &amp;quot;Segoe UI&amp;quot;, system-ui, &amp;quot;Apple Color Emoji&amp;quot;, &amp;quot;Segoe UI Emoji&amp;quot;, sans-serif; font-size: 14px;"&gt;Please see Blackboard / course unit related emails for any further updates.&lt;/p&gt;</Content>
  </Notes>
</CourseUnit>
