Beyond endoscopy for the Rankin-Selberg L-function

We try to understand the poles of L-functions via taking a limit in a trace formula. This technique avoids endoscopic and Kim-Shahidi methods. In particular, we investigate the poles of the Rankin-Selberg L-function. Using analytic number theory techniques to take this limit, we essentially get a new proof of the analyticity of the Rankin-Selberg L-function at $s=1.$ Along the way we discover the convolution operation for Bessel transforms.Comment: 27 pages; accepted to Journal of Number Theor

A nonabelian trace formula

Let $E/F$ be an extension of number fields with $\mathrm{Gal}(E/F)$ simple and nonabelian. In [G] the first named author suggested an approach to nonsolvable base change and descent of automorphic representations of $\mathrm{GL}_2$ along such an extension. Motivated by this we prove a trace formula whose spectral side is a weighted sum over cuspidal automorphic representations of $\mathrm{GL}_2(\mathbb{A}_E)$ that are isomorphic to their $\mathrm{Gal}(E/F)$-conjugates.Comment: Comments are welcom

Culturally and Linguistically Diverse Special Education: Teacher and Outcome Proficiency Self-Rating Form Ensuring Assessment Competency

This Master’s project investigated current research literature for prevailing prereferral and referral processes of culturally and linguistically diverse (CLD) students to special education evaluation. To that end, this Master’s project sought to strengthen the validity of the referral process for CLD students by creating a self-rating form to guide teachers in accurately differentiating CLD students who are in need of receiving special education services from those who do not need such services. The self-rating form is founded on three competencies of multicultural teacher efficacy and requires teachers to reflect on classroom-level, team collaboration, prereferral, and referral practices. Limitations and suggestions for future research are discussed