Consider either (i) f = f1 ⊠ f2 for two Maass cusp forms for SLm(ℤ) and SLm′(ℤ), respectively, with 2 ≤ m ≤ m′, or (ii) f= f1 ⊠ f2 ⊠ f3 for three weight 2k holomorphic cusp forms for SL2(ℤ). Let λf(n) be the normalized coefficients of the associated L-function L(s, f), which is either (i) the Rankin-Selberg L-function L(s, f1 ×f2), or (ii) the Rankin triple product L-function L(s, f1 ×f2 ×f3). First, we derive a Voronoi-type summation formula for λf (n) involving the Meijer G-function. As an application we obtain the asymptotics for the smoothly weighted average of λf (n) against e(αnβ), i.e. the asymptotics for the associated resonance sums. Let ℓ be the degree of L(s, f). When β = 1/ℓ and α is close or equal to ±ℓq 1/ℓ for a positive integer q, the average has a main term of size |λf (q)|X 1/2ℓ+1/2 . Otherwise, when α is fixed and 0 < β < 1/ℓ it is shown that this average decays rapidly. Similar results have been established for individual SLm(ℤ) automorphic cusp forms and are due to the oscillatory nature of the coefficients λf (n).

This thesis explores ways evangelical Christian communicators remediate traditional ministry functions and community formation onto new media platforms. This exploration is framed by a discussion of literacy and digital composing reflecting Stuart Selber’s multiliteracy approach to teaching digital composition. The author positions evangelical churches’ approaches to texts, community, education, and communication as components of a distinct literacy that is often at odds with values, controls, and cultures found on the Internet and in new media. Discovering how church communicators use new media, how their education prepares them for effective digital communication, and how external sources, such as expert authors, aid the transition from print to new media helps us understand the gap between Selber’s ideal multiliteracy and the reality of new media literacy for this group. This also expands our understanding of digital composition, and the role it plays in both the classroom and in all students’ greater lives.

Mit diesem Heft möchten wir dazu beitragen, dass Kinder Begeisterung, Verständnis und ein positives Gefühl für unser natürliches Umfeld entwickeln können und einen spielerischen Zugang zu (wissenschaftlichen) Fakten fnden. Es erwarten Sie detailliert ausgearbeitete Konzepte zur Vermittlung wesentlicher Inhalte des naturkundlichen Unterrichts, wie Wald, Waldrand, Wiese, Wasser und Boden – orientiert an den Inhalten des Heimat- und Sachkundeunterrichts des Sächsischen Lehrplans für Grundschulen (Stand 2009).