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1. What is in #P and what is not?

   Ikenmeyer, Christian; Pak, Igor (October 2022, Annual Symposium on Foundations of Computer Science)

   We prove that deciding the vanishing of the character of the symmetric group is C=P-complete. We use this hardness result to prove that the square of the character is not contained in #P, unless the polynomial hierarchy collapses to the second level. This rules out the existence of any (unsigned) combinatorial description for the square of the characters. As a byproduct of our proof we conclude that deciding positivity of the character is PP-complete under many-one reductions, and hence PH-hard under Turing-reductions. 

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2. Searching for spellcheckers: What kids want, what kids need

   https://doi.org/10.1145/3311927.3325328  

   Downs, Brody; French, Tyler; Pera, Maria Soledad; Wright, Katherine Landau; Kennington, Casey; Fails, Jerry Alan (June 2019, Proceedings of the 18th ACM International Conference on Interaction Design and Children)

   Misspellings in queries used to initiate online searches is an everyday occurrence. When this happens, users either rely on the search engine's ability to understand their query or they turn to spellcheckers. Spellcheckers are usually based on popular dictionaries or past query logs, leading to spelling suggestions that often better resonate with adult users because that data is more readily available. Based on an educational perspective, previous research reports, and initial analyses of sample search logs, we hypothesize that existing spellcheckers are not suitable for young users who frequently encounter spelling challenges when searching for information online. We present early results of our ongoing research focused on identifying the needs and expectations children have regarding spellcheckers. 

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3. Anon what what?: Children's Understanding of the Language of Privacy

   https://doi.org/10.1145/3311927.3325324  

   Black, Stacy; Joshaghani, Rezvan; Ratakonda, Dhanush kumar; Mehrpouyan, Hoda; Fails, Jerry Alan (June 2019, the 18th ACM International Conference on Interaction Design and Children)

   null (Ed.)

   Internet usage continues to increase among children ages 12 and younger. Because their digital interactions can be persistently stored, there is a need for building an understanding and foundational knowledge of privacy. We describe initial investigations into children's understanding of privacy from a Contextual Integrity (CI) perspective by conducting semi-structured interviews. We share results -- that echo what others have shown -- that indicate children have limited knowledge and understanding of CI principles. We also share an initial exploration of utilizing participatory design theater as a possible educational mechanism to help children develop a stronger understanding of important privacy principles 

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4. What Epistemological Resources Affect Chemistry Teachers’ Sense of "What Worked"

   Schafer, AGL; Stowe, RL. (January 2021, 2021 NARST International Meeting)

   null (Ed.)

   Teachers’ sense of “what is taking place with respect to knowledge” drives their perspective on “what works” and “what is likely to work” in their classroom context. Scholarship by Hammer, Russ and many others indicates that this “sense” is very often context-sensitive and may be productively modeled as a local coalescence of small-grained epistemological resources. Presented here is an investigation of the epistemological resources contributing to high school chemistry teachers’ framing of “what works” in their learning environment. Teacher reflections are unpacked and characterized for classroom information noticed and responded to when considering “what worked” during the 2019-2020 school year. Preliminary findings suggest epistemological resources guiding “what worked” often align with a view of knowledge as propagated stuff. Thus, implying that teachers’ reasoning about “what works” is guided by how well knowledge is transferred to students. Also present was evidence that epistemological resources aligned to views of knowledge as fabricated stuff were activated. The perspective that knowledge is inferred or developed from other knowledge, rather than passed from an authority figure, aligns well with reform efforts that emphasize student sensemaking. This study is part of a larger program in which a teacher-researcher collaborative adapts and refines evidence-based curricular materials for an undergraduate chemistry course for use in high school. These materials are structured around scaffolded progressions of big ideas (e.g., energy, electrostatic and bonding interactions) that build in complexity as students make sense of increasingly complex phenomena. Ongoing improvement of transformed materials is dependent upon the ability to initiate and stabilize a sense of “what works” consistent with sensemaking aims. 

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5. The Internet of Animals: what it is, what it could be

   https://doi.org/10.1016/j.tree.2023.04.007  

   Kays, Roland; Wikelski, Martin (May 2023, Trends in Ecology & Evolution)