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Probability theory has extensive applications across various domains, such as statistics, computer science, and finance. In probability education, students are introduced to fundamental principles which may include mathematical topics such as combinatorics and symmetric sample spaces. Students pursuing degrees in computer science possess a robust foundation in programming, software engineering, and algorithmic thinking. Despite entering probability courses with a unique perspective and learning potential, these students encounter challenges in grasping combinatorial concepts. In this experiment, we challenged first-year postsecondary computer science students to program a simulation of a practical combinatorics problem. Students commented on whether and how this task helped them internalize the basic concepts of combinatorics. We aim to show how utilizing programming tasks may empower students with a deeper grasp of combinatorics.

Background: Concussion public policies have been developed to address the burden of concussions. The aim of the present study was to examine implementation compliance, barriers, and facilitators of Canada's first concussion public policy, Ontario's Policy/Program Memorandum 158: School Board Policies on Concussion (PPM158). Methods: An electronic survey was sent to 515 randomly selected elementary and high school principals across specific geographic, language, and publicly funded school types in Ontario. Data were analyzed using both qualitative and quantitative methods. Results: One hundred and thirty-five principals responded to the survey (26%). Concussion education was provided to teachers in 81% of schools, to students in 83%, and coaches in 79%. Additionally, 89% reported having a return-to-learn protocol in place and 90% reported having a return-to-play protocol. Implementation barriers included difficulties in providing concussion education to parents (42%), obtaining notes from physicians, and maintaining the volume of documentation. Eighty-seven percent of respondents believed that PPM158 improves student well-being. Conclusions: Identified implementation barriers and facilitators can inform concussion policy practices to improve student well-being. We recommend: (1) an appointed concussion policy lead at each school, (2) electronic documentation, (3) determining the optimal education format to improve parent/guardian education, (4) fostering relationships between schools and health care professionals, and (5) student concussion education in every grade in Ontario schools.

Background: Despite broad scientific consensus about the importance of the early years in the lifelong health and wellbeing of children, there is debate about whether and how healthcare professionals can optimise early child development through monitoring or screening. The evidence in support of a systematic population-level intervention is disputed, which is reflected in the diversity of approaches to developmental screening internationally. Methods: Using a case-study design, and interpretive qualitative methods, we explored how Canadian experts in child health (n=39): a) rationalise why they do, or would, pursue population-level developmental screening; b) articulate the policy goals of such an intervention, and; c) justify the practice with reference to evidence. Findings: Respondents identified three distinct framings, or policy agendas, for what developmental screening can and should seek to achieve, specifically: 1) as medical intervention, facilitating the early identification of health risk or disorder; 2) as social intervention, providing an opportunity for communication and connection with parents for all children; and 3) as political intervention, staking a claim for early child health on the broader political agenda. Discussion and conclusions: Each agenda is justified by distinct types of evidence, posing a challenge to simplistic models of evidence-based policymaking, and demonstrating that evidence is not just an input, but a contested part of a dynamic and political policymaking process.

The introduction of makerspaces in Science, Technology, Engineering, and Math education caused new challenges in research: learning in this innovative environment and the exchange of knowledge. The collaboration is the essence of most parts of activities in these spaces, and the exchange of information is the way to learning. It is usual to analyze the collaboration only among human actors. It is also usual to forget the role of non-human actors in this process. This paper analyzes the role of human and non-human actors in a maker activity. The teachers and researchers proposed a challenge to High School students in Brazil where the students were instructed to build a bag to transport some screws. During the process, some videos were made and later tools of video analyses and Social Network Analyses were used to produce topologies of information exchanges among the teacher, students, and artifacts. The results showed that both artifacts and environment layout play an important role in this process.

This study compares severity of specific depression symptoms in boys with autism spectrum disorder (ASD), attention-deficit hyperactivity disorder (ADHD), or chronic multiple tic disorder (CMTD) and typically developing boys (Controls). Children were evaluated with parent and teacher versions of the Child Symptom Inventory-4 (CSI-4) and a demographic questionnaire. Mothers' and teachers' ratings generally indicated the most severe symptoms in boys with ASD plus or minus ADHD. Associations of depression with ASD severity and IQ varied considerably for specific symptoms of depression, ASD functional domain, and informant. Findings provide additional support for the differential influence of neurobehavioral syndromes on co-occurring symptom severity and illustrate how more fine-grained analyses of clinical phenotypes may contribute to a better understanding of etiology and current nosology.

This study examined children's psychological symptoms, particularly aggression, in the context of family characteristics, exposure to political violence, and nationality. We examined the association among Palestinian and Israeli children's and mothers' attachment (measured by self-report questionnaires), exposure to political violence, and psychopathology. The sample consisted of 29 Palestinian mother-child dyads from the West Bank, and 21 Israeli mother-child dyads, from the south and center of Israel. Results revealed that when exposed to high levels of political violence, nonsecure mothers suffered from significantly higher levels of depression, anxiety, and stress symptoms compared to secure mothers, a gap that was significantly reduced under conditions of low exposure. In addition, children's symptoms were correlated with maternal level of depressive symptoms and stress severity. (Contains 1 table and 1 figure.)

We compared symptoms of generalized anxiety disorder (GAD) and separation anxiety disorder (SAD) in 5 groups of boys with neurobehavioral syndromes: attention-deficit/hyperactivity disorder (ADHD) plus autism spectrum disorder (ASD), ADHD plus chronic multiple tic disorder (CMTD), ASD only, ADHD only, and community Controls. Anxiety symptoms were assessed using parent and teacher versions of a DSM-IV-referenced rating scale. All three groups of boys with co-morbid ADHD evidenced more severe anxiety than Controls. Group differences in anxiety varied as a function of symptom, disorder, informant, and co-morbidity supporting the notion that co-morbid neurobehavioral syndromes differentially impact clinical features of co-occurring anxiety symptoms. Findings also suggest that GAD and SAD are phenomenologically unique, even in children with ASD. Implications for nosology are discussed.

The present study examines the attitudes towards physical punishment (PP) and its actual use as reported by Christian Arab parents and their children in Israel. Participants were parents and one child (of at least two) in 50 Christian Arab families. Three questionnaires based on semi-structured interviews were developed for the study. Results show no difference in family members' attitudes towards the use of PP. Whereas, the mean scores indicate ambivalent acceptance of this practice, the great majority of participants reported its frequent use. Mothers' and fathers' attitudes were found to be highly correlated and significant predictors of such behaviour. All three groups reported that mothers use PP much more than fathers do, although it was the fathers whom the children feared most. The results also show that the parents' most frequent reaction to seven categories of children's misbehaviour was verbal violence and the second most frequent reaction was PP. These and other results are discussed in the context of Arab culture in Israel, the social situation model and relevant research.

We compared disruptive behaviors in boys with either autism spectrum disorder (ASD) plus ADHD (n = 74), chronic multiple tic disorder plus ADHD (n = 47), ADHD Only (n = 59), or ASD Only (n = 107). Children were evaluated with parent and teacher versions of the Child Symptom Inventory-4 including parent- (n = 168) and teacher-rated (n = 173) community controls. Parents rated children in the three ADHD groups comparably for each symptom of oppositional defiant disorder (ODD) and conduct disorder. Teacher ratings indicated that the ASD + ADHD group evidenced a unique pattern of ODD symptom severity, differentiating them from the other ADHD groups, and from the ASD Only group. The clinical features of ASD appear to influence co-morbid, DSM-IV-defined ODD, with implications for nosology.

Objective: Attachment theory offers an intriguing formulation of protection and risk that ties together key aspects of behavior, emotion, and cognition. The authors present links among attachment status, other developmental domains, and the development and maintenance of externalizing disorders to illustrate an approach to integrating attachment theory and relationship research with the study of externalizing symptoms. Method: The authors review the literature on the attachment system's theoretical and empirical associations with domains of emotion regulation, social attributions, socialization and moral development, and intergenerational transmission of behavior, as well as with externalizing behaviors. Results: There are a number of risk and protective connections between attachment security and other developmental processes that are associated with externalizing disorders. Conclusions: Knowledge of relational processes, in this case, attachment relationships, can contribute to an understanding of etiology, maintenance, and treatment of externalizing disorders. (Contains 1 figure.)

The relation of adolescents' experiencing parental divorce, their perception of parents' characteristics, and their perception of the ideal mate's characteristics was investigated. One hundred adolescents from intact families and 79 from nonintact families were asked to rank both the degree to which each of 40 personality traits characterized their parents and the degree to which each characterized an ideal partner. The results indicated that there was no significant difference between adolescents from intact and nonintact families in the independence of their characterizations of their ideal mate and of their parents. However, differences were found on some of the personality dimensions that were investigated. These and other findings are discussed within the framework of psychoanalytic theory.

Tests the hypothesis that adolescents of divorced parents exhibit a lower withdrawal threshold in various interpersonal conflict situations. Finds that the results do not support the hypothesis. Demonstrates that adolescents from intact families are more likely to judge divorce as indicating a low withdrawal threshold. Includes references. (CMK)

Examines one aspect of the same-sex parent-child hypothesis within the context of mother's versus father's custody. Stresses that the gender of the custodial parent matters very little for the social functioning of the children. Finds the social adjustment of adolescents of divorced parents is somewhat poorer than adolescents from intact families. (CMK)

Examines whether there is a difference in the threshold of withdrawal from schoolwork between children of divorced parents and children from intact families. Results showed that children of divorced parents have lower levels of achievement and lower withdrawal thresholds than do children from intact families. (Author/BSR)

This study examined the level of test anxiety of adolescent children of divorced parents. It suggests such anxiety is a possible explanation of the lower scholastic achievement of such children. Results indicated children of divorced parents had significantly higher anxiety scores than did children of intact families. (Author/BSR)

To assess teachers' and students' perceptions of children of divorced parents, questionnaires were administered to 104 teachers and 120 seventh and eighth graders who viewed a film of a child doing different activities. Subjects' responses were significantly more negative if they were told the child lived with a divorced mother. (TJH)

Investigated the performance of a large, representative sample of older adults on Piagetian matrix and formal operations tasks and on an everyday problem solving scale. Studied the relation between performances on these tasks and the relative importance of age, sex, income, education and perceived health on performance level. (Author/SS)

Eight female fourth- and fifth-grade mathematics teachers, 69 of their middle-class pupils, and the pupils' parents were asked to indicate the extent to which each of 10 given causes influenced the pupil's grade. Their perceptions on teacher, pupil, and parent responsibility for success and failure are compared. (Author/SJL)

Pupils at an elementary school in Israel, their mothers, and their teachers were studied to determine how each group would attribute the causes of children's problem behavior. Pupils and teachers were apt to blame external factors. Parents tended to distribute responsibility for problems more evenly. (Author/PP)

Tests 210 Israeli fifth graders' reactions to peer, adult, and control conditions. The four measures of moral judgment used were: resistance to temptation, severity of punishment, tendency to confess, and level of guilt feelings. (CM)

Three studies that investigate the effect of information on teachers' stereotypic perceptions and on their evaluations and expectations of students are reported. The results of the studies indicate that teachers differentially evaluate individuals on the basis of cues of sex or ethnic origin. (Author/PN)

There is more to French immersion programs in Canada than social class analysis. Program success is determined not by social class per se, but by use of appropriate strategies, staff, resources, and curriculum implementation. (CJ)