Relevant bibliographies by topics / Peers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Peers'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 September 2024

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Journal articles on the topic "Peers"

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Mekouar, Loubna, Youssef Iraqi, and Raouf Boutaba. "Peer-to-peer’s most wanted: Malicious peers." Computer Networks 50, no. 4 (March 2006): 545–62. http://dx.doi.org/10.1016/j.comnet.2005.07.025.

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Gee, Henry. "Peers slam peer review." Nature 355, no. 6360 (February 1992): 488. http://dx.doi.org/10.1038/355488a0.

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Brack, Amy Badura, Michele Millard, and Kinjal Shah. "Are Peer Educators Really Peers?" Journal of American College Health 56, no. 5 (March 1, 2008): 566–68. http://dx.doi.org/10.3200/jach.56.5.566-568.

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Mitchell, Ojmarrh. "Peers and police peer misconduct." Nature Human Behaviour 3, no. 8 (May 27, 2019): 774–75. http://dx.doi.org/10.1038/s41562-019-0613-7.

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Berenson, Sheila K. "Peers Pressuring Peers." Middle School Journal 20, no. 1 (September 1988): 20. http://dx.doi.org/10.1080/00940771.1988.11494974.

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Gruder, C. L. "Are the peers peers?" JAMA: The Journal of the American Medical Association 273, no. 7 (February 15, 1995): 522b—522. http://dx.doi.org/10.1001/jama.273.7.522b.

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Soumerai, S. B. "Are the peers peers?" JAMA: The Journal of the American Medical Association 273, no. 7 (February 15, 1995): 523. http://dx.doi.org/10.1001/jama.273.7.523.

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Gruder, Charles L. "Are the Peers Peers?" JAMA: The Journal of the American Medical Association 273, no. 7 (February 15, 1995): 522. http://dx.doi.org/10.1001/jama.1995.03520310014012.

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Daynard, Richard A. "Are the Peers Peers?" JAMA: The Journal of the American Medical Association 273, no. 7 (February 15, 1995): 522. http://dx.doi.org/10.1001/jama.1995.03520310014013.

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Soumerai, Stephen B. "Are the Peers Peers?" JAMA: The Journal of the American Medical Association 273, no. 7 (February 15, 1995): 523. http://dx.doi.org/10.1001/jama.1995.03520310014014.

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Dissertations / Theses on the topic "Peers"

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Kolic, Victoria, and Therese Nyhlén. "The role of peers’ background, peers’ school adjustment and peer delinquency in predicting immigrant youths’ school adjustment." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65597.

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Ellis, Louise A. 1975, University of Western Sydney, of Arts Education and Social Sciences College, and Self-Concept Enhancement and Learning Facilitation Research Centre. "Peers helping peers : the effectiveness of a peer suport program in enhancing self-concept and other desirable outcomes." THESIS_CAESS_SELF_Ellis_L.xml, 2004. http://handle.uws.edu.au:8081/1959.7/574.

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Research suggests that the transition to adolescence and secondary school can be challenging and potentially disruptive to adolescent functioning. Large-scale studies on the effectiveness of peer support programs are currently lacking and those that have been conducted are compromised by methodological problems. The primary purpose of this research was to 1/ identify psychometrically sound measurement instruments for use with secondary school students; 2/ test the impact of the peer support program on espoused program outcomes and other aspects of students' psychological well-being and adjustment to the secondary schooling context; 3/ extend previous research by examining the effects of serving as a peer support leader on leadership ability and other psychological constructs; and 4/ identify students' perceptions of the impact, strengths and weaknesses of the program in order to further strengthen peer support intervention design. The findings have important implications for the provision of programs and techniques employed to address students' problems following the transition to adolescence and secondary school. In particular, they suggest that peer support programs have the potential to make a significant contribution to schools' efforts to orchestrate positive outcomes, not only for early adolescents, but also for older students who implement the program
Doctor of Philosophy (PhD)
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Ellis, Louise A. "Peers helping peers : the effectiveness of a peer suport program in enhancing self-concept and other desirable outcomes." Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/574.

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Research suggests that the transition to adolescence and secondary school can be challenging and potentially disruptive to adolescent functioning. Large-scale studies on the effectiveness of peer support programs are currently lacking and those that have been conducted are compromised by methodological problems. The primary purpose of this research was to 1/ identify psychometrically sound measurement instruments for use with secondary school students; 2/ test the impact of the peer support program on espoused program outcomes and other aspects of students' psychological well-being and adjustment to the secondary schooling context; 3/ extend previous research by examining the effects of serving as a peer support leader on leadership ability and other psychological constructs; and 4/ identify students' perceptions of the impact, strengths and weaknesses of the program in order to further strengthen peer support intervention design. The findings have important implications for the provision of programs and techniques employed to address students' problems following the transition to adolescence and secondary school. In particular, they suggest that peer support programs have the potential to make a significant contribution to schools' efforts to orchestrate positive outcomes, not only for early adolescents, but also for older students who implement the program
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Ellis, Louise A. "Peers helping peers : the effectiveness of a peer suport program in enhancing self-concept and other desirable outcomes /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060517.154747/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2004.
"A thesis submitted to the School of Psychology, University of Western Sydney, in fulfilment of the requirements for the degree of Doctor of Philosophy, December, 2004." Includes bibliographical references and appendices.
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Papafratzeskakou, Eirini. "Peer Victimization and Depression: Role of Peers and Parent-Child Relationship." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32452.

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The purpose of the current study was to investigate the relationships between physical and emotional peer victimization, parental and peer support and depressive symptoms. The moderating role of parental and peer support and gender differences in such moderation were the focus of the study in examining the association between peer victimization forms and depressive symptoms. Two hundred and sixty one youths (ages 10-14) completed self report measures of parental and peer support and depressive symptoms and were interviewed about their victimization experiences. Physical victimization rates were higher for boys whereas girls reported higher emotional victimization experiences and higher peer support than boys did. Correlations indicated that the experience of physical and emotional victimization by peer is linked to depressive symptoms. For boys, but not for girls, a significant moderation effect indicated that physical victimization was significantly related to depressive symptoms among youths with low peer support whereas physical victimization was not related to depressive symptoms among youths with high peer support. There were significant main effects of parental and peer support for both genders suggesting the importance of such support against depressive symptoms. The studyâ s findings contribute to the literature regarding peer victimizationâ s effects on mental health by illustrating the beneficial effect of parent and peer support during adolescence.
Master of Science
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Nilsson, David. "Populär : Elever om begreppet popularitet." Thesis, University of Kalmar, School of Human Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-402.

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The purpose of this essay has been to make clear how adolescents understand the phenomenon of being popular among peers. Two questions were tried to be answered: What does it mean to be popular? How does one become popular? Ten adolescents from ages 13 to 18 were interviewed, and this makes the basis of this essay.

Seven categories show the result. Social skills were found to be the most important characteristic. A popular adolescent were said to be outgoing, nice, pleasant, have a good sense of humor and also have a well developed feeling for how to behave in different social situations. The appearance did not matter, according to the interviewees. But the popular adolescents did dress in a way that corresponded to the majority of the peers. The body was not important at all. Most of adolescents were assumed to be neither more popular, nor less popular but instead right between these two conceptions – they were average popular. Popular adolescents had nothing in common, when it came to background. Achievements in school did not lead to popularity, but it was important to be well-informed about society, when to chat with peers. Generally, what leisure-time activities adolescents attended were said to have no affect on popularity. Finally, the interviewees thought almost everyone were aware of how popular he or she was, although they supposed that some adolescents could be more popular among peers, without being aware of it.

All together, this could roughly be said to be the way for adolescents to become popular among peers, according to this essay: develop your social skills, keep an eye on how your peers dress and follow their fashion and, finally, be well-informed about society. You do not have to do well in school, but show that you are in control of school and marks.

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Pinheiro, Marcos Cesar Madruga Alves. "Uma arquitetura P2P baseada na hierarquia do endere?amento IP com roteamento unificado." Universidade Federal do Rio Grande do Norte, 2006. http://repositorio.ufrn.br:8080/jspui/handle/123456789/15177.

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Made available in DSpace on 2014-12-17T14:55:03Z (GMT). No. of bitstreams: 1 MarcosCMAP.pdf: 634837 bytes, checksum: 4a0393d7f7dbe297fda66b1ed1859c99 (MD5) Previous issue date: 2006-02-20
There are some approaches that take advantage of unused computational resources in the Internet nodes - users? machines. In the last years , the peer-to-peer networks (P2P) have gaining a momentum mainly due to its support for scalability and fault tolerance. However, current P2P architectures present some problems such as nodes overhead due to messages routing, a great amount of nodes reconfigurations when the network topology changes, routing traffic inside a specific network even when the traffic is not directed to a machine of this network, and the lack of a proximity relationship among the P2P nodes and the proximity of these nodes in the IP network. Although some architectures use the information about the nodes distance in the IP network, they use methods that require dynamic information. In this work we propose a P2P architecture to fix the problems afore mentioned. It is composed of three parts. The first part consists of a basic P2P architecture, called SGrid, which maintains a relationship of nodes in the P2P network with their position in the IP network. Its assigns adjacent key regions to nodes of a same organization. The second part is a protocol called NATal (Routing and NAT application layer) that extends the basic architecture in order to remove from the nodes the responsibility of routing messages. The third part consists of a special kind of node, called LSP (Lightware Super-Peer), which is responsible for maintaining the P2P routing table. In addition, this work also presents a simulator that validates the architecture and a module of the Natal protocol to be used in Linux routers
Entre as diversas abordagens para se aproveitar os recursos computacionais ociosos existentes nas folhas da Internet, ou seja, nas m?quinas dos usu?rios, as redes peer-to-peer (P2P) v?m ganhando destaque especial nos ?ltimos anos devido principalmente ? sua escalabilidade, desempenho e toler?ncia ? falhas. As arquiteturas P2P atuais, entretanto, ainda apresentam alguns problemas como a sobrecarga nos n?s devido ? realiza??o do roteamento de mensagens, o n?mero elevado de n?s reconfigurados devido ? mudan?as de topologia da rede, a exist?ncia de tr?fego de roteamento dentro das redes das organiza??es que n?o ? destinado a nenhuma de suas m?quinas e ? aus?ncia de rela??o entre a proximidade dos n?s na rede P2P e a proximidade desses n?s na rede IP. Embora algumas arquiteturas considerem essas dist?ncias na rede IP, o fazem atrav?s de m?todos que requerem a troca de informa??es constantemente. Nesse trabalho n?s propomos uma arquitetura P2P para resolver os problemas citados. Essa arquitetura ? composta por tr?s partes. A primeira parte consiste em uma arquitetura P2P b?sica, chamada SGrid, que mant?m a rela??o dos n?s na rede P2P com suas posi??es na rede IP e atribui regi?es de chaves adjacentes para n?s de uma mesma organiza??o. A segunda parte consiste em um protocolo chamado NATal (Routing and NAT application layer) que estende a arquitetura b?sica para retirar dos n?s a fun??o de roteamento de mensagens. A terceira parte consiste de um tipo especial de n?, chamado LSP (Lightware Super-Peer), que ? o respons?vel pela manuten??o das tabelas de roteamento P2P. Al?m da descri??o da arquitetura proposta e da especifica??o dos protocolos SGrid e NATal, esse trabalho apresenta o simulador desenvolvido para validar a arquitetura e um m?dulo para ser utilizado em roteadores Linux que implementa o protocolo Natal
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Raciti, Gina R. "The Power of Peers| Do Deviant Peers Facilitate or Suppress Genetic Contributions to Externalizing Behavior." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10146842.

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Abstract of Dissertation The Power of Peers: Do Deviant Peers Facilitate or Suppress Genetic Contributions to Externalizing Behavior During adolescence, children’s social norms are increasingly established and enforced by peers. Affiliation with deviant peers at this time is an established risk factor for externalizing behavior, presumably because peers model, encourage, and permit antisocial behavior. What is unclear however is the degree to which deviant peers facilitate the expression of genetically influenced predispositions to externalizing behavior (contextual triggering), or whether peers socialize behavior and suppress genetic predispositions (social control). To examine these questions, a biometric moderation model was employed to examine the degree to which peer deviance moderates genetic and environmental contributions to externalizing behaviors during adolescence.

Analyses used archived data from the Nonshared Environment and Adolescent Development (NEAD) project. NEAD included a national sample of 708 same sex sibling pairs from never-divorced families and stepfamilies from the USA: monozygotic twin (N=93), dizygotic twin (N=99), and full sibling (N=95) pairs from never-divorced families, and full sibling (N=182), half sibling (N=109), and unrelated sibling (N=130) pairs from stepfamilies. The mean ages of Sibling 1 and Sibling 2 were 14.52 and 12.91, respectively. Mothers and fathers reported on their own perceptions of their adolescents’ involvement with deviant and prosocial peers (Perceptions of Child’s Peers) and on their adolescents’ engagement in externalizing behavior (Zill Behavior Inventory).

Analyses indicated that peer deviance moderates genetic and nonshared environmental contributions to adolescent externalizing behaviors. Specifically, at higher levels of peer deviance, genetic contributions to externalizing behavior were stronger, while nonshared environmental contributions were weaker. Shared environmental contributions were significant, but not moderated by peer deviance. These findings are consistent with a contextual triggering model of gene-environment interaction: within the context of deviant peers, the heritability of externalizing behaviors was higher, while nonshared environmental contributions were lower. Therefore, deviant peers appear to enhance the expression of genetic predispositions to externalizing behaviors rather than exert social control. These findings provide insight into the process through which deviant peers affect the development of externalizing behavior.

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Vu, Lan Thi. "A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1394.

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Although the use of peer assessment in MOOCs is common, there has been little empirical research about peer assessment in MOOCs, especially composition MOOCs. This study aimed to address issues in peer assessment in a MOOC-based composition course, in particular student perceptions, peer-grading scores versus instructor-grading scores, and peer commentary versus instructor commentary. The findings provided evidence that peer assessment was well received by the majority of student participants from their perspective as both peer evaluators of other students’ papers and as students being evaluated by their peers. However, many student participants also expressed negative feelings about certain aspects of peer assessment, for example peers’ lack of qualifications, peers’ negative and critical comments, and unfairness of peer grading. Statistical analysis of grades given by student peers and instructors revealed a consistency among grades given by peers but a low consistency between grades given by peers and those given by instructors, with the peer grades tending to be higher than those assigned by instructors. In addition, analysis of peer and instructor commentary revealed that peers’ commentary differed from instructors’ on specific categories of writing issues (idea development, organization, or sentence-level). For instance, on average peers focused a greater percentage of their comments (70%) on sentence-level issues than did instructors (64.7%), though both groups devoted more comments to sentence-level issues than to the two other issue categories. Peers’ commentary also differed from instructors’ in the approaches their comments took to communicating the writing issue (through explanation, question, or correction). For example, in commenting on sentence-level errors, on average 85% of peers’ comments included a correction as compared to 96% of instructors’ comments including that approach. In every comment category (idea development, organization, sentence-level), peers used a lower percentage of explanation—at least 10% lower—than did instructors. Overall, findings and conclusions of the study have limitations due to (1) the small size of composition MOOC studied and small sample size of graded papers used for the analysis, (2) the lack of research and scarcity of document archives on issues the study discussed, (3) the lack of examination of factors (i.e. level of education, cultural background, and English language proficiency) that might affect student participants’ perception of peer assessment, and (4) the lack of analysis of head notes, end notes, and length of comments. However, the study has made certain contributions to the existing literature, especially student perception of peer assessment in the composition MOOC in this study. Analysis of the grades given by peers and instructors in the study provides evidence-based information about whether online peer assessment should be used in MOOCs, especially composition MOOCs and what factors might affect the applicability and consistency of peer grading in MOOCs. In addition, analysis of the data provides insights into types of comments students in a composition MOOC made as compared to those instructors made. The findings of the study as a whole can inform the design of future research on peer assessment in composition MOOCs and indicate questions designers of peer assessment training and practice in such MOOCs could find helpful to consider.
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Mphunga, Andile Elvis. "Peer educators' utilisation of information on recognition and referral to refer their peers appropriately /." Link to the online version, 2007. http://hdl.handle.net/10019/747.

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Books on the topic "Peers"

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Tindall, Judith A. Peers helping peers: Program for the preadolescent. Muncie, Ind: Accelerated Development, 1990.

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Shapiro, Leon, and Leo Bottary. Power of Peers. Brookline, MA : Bibliomotion, [2016]: Routledge, 2016. http://dx.doi.org/10.4324/9781315230085.

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Mas, Alexandre. Peers at work. Cambridge, Mass: National Bureau of Economic Research, 2006.

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Great Britain. Parliament. House of Lords. Register of Hereditary Peers. London: Stationery Office, 2004.

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Wyndham, William. Peers in Parliament Reformed. London: Quiller Press, 1998.

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Familie, Peers und Ganztagsschule Akteure Praktiken und politische Konsequenzen (Conference) (2010 Deutsches Jugendinstitut). Familie, Peers und Ganztagsschule. Weinheim: Juventa Verlag, 2011.

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Nanda, Ramana. Workplace peers and entrepreneurship. 2nd ed. [Boston]: Harvard Business School, 2008.

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Busia, Kojo. Peering the peers: Civil society and the African Peer Review Mechanism. Johannesburg: EISA, 2010.

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Laugeson, Elizabeth. PEERS® for Young Adults. New York, NY : Routledge, 2016.: Routledge, 2017. http://dx.doi.org/10.4324/9781315297057.

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Korelitz, Jean Hanff. A jury of her peers. Rockland, MA: Wheeler Pub., 1996.

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Book chapters on the topic "Peers"

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Belgrave, Faye Z., and Joshua K. Brevard. "Peers and Peeps." In African American Boys, 49–65. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1717-4_4.

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Mrug, Sylvie. "Peers." In Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2461-1.

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Laugeson, Elizabeth. "PEERS." In Encyclopedia of Autism Spectrum Disorders, 1–7. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_102157-1.

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Heyer, Robert, Christian Palentien, and Aydin Gürlevik. "Peers." In Handbuch Bildungs- und Erziehungssoziologie, 983–99. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18944-4_57.

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Laugeson, Elizabeth. "PEERS." In Encyclopedia of Autism Spectrum Disorders, 3393–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102157.

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Mrug, Sylvie. "Peers." In Encyclopedia of Evolutionary Psychological Science, 5871–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_2461.

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Prøitz, Tine S. "Peers in Systematic Review: Gate Keeping Understandings of Research in the Field." In Peer review in an Era of Evaluation, 275–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-75263-7_12.

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AbstractIn this chapter, the role of scholarly peers in systematic review is analysed and discussed. Peer evaluation is an essential element of quality assurance of the strictly defined methods of systematic review. The involvement of scholarly peers in the systematic review processes has similarities with traditional peer review processes in academic publishing, but also important differences. Drawing on an analysis of the functions of peers in systematic review relevant questions for all peers are raised regarding what peer work is about and what peers in varied academic contexts including systematic review are ‘gatekeepers’ of? In systematic review, peers are not only making re-judgements of already reviewed and published research but also gatekeeping the given standards, guidelines and procedures of the review method. The analysis lays a groundwork for a debate on peers in different contexts framed by different processes with different purposes, and questions whether a peer review is the same when the premise of the scholarly activity changes.
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Capaldi, Deborah M., and Gerald R. Patterson. "Deviant Peers." In Recent Research in Psychology, 35–48. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3562-0_3.

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Fuhrmann, Laura. "Peers oder Punkte." In Empirische Forschung im Kontext Schule, 273–89. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-15437-0_17.

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Belgrave, Faye Z. "Peers and Friends." In African American Girls, 51–67. New York, NY: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0090-6_4.

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Conference papers on the topic "Peers"

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Tang, Siyuan, Eihal Alowaisheq, Xianghang Mi, Yi Chen, XiaoFeng Wang, and Yanzhi Dou. "Stealthy Peers: Understanding Security and Privacy Risks of Peer-Assisted Video Streaming." In 2024 54th Annual IEEE/IFIP International Conference on Dependable Systems and Networks (DSN), 324–37. IEEE, 2024. http://dx.doi.org/10.1109/dsn58291.2024.00041.

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Wählisch, Matthias, and Thomas C. Schmidt. "Peer the peers." In the 5th international student workshop. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1658997.1659022.

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Daukšaitė-Kolpakovienė, Aurelija. "Attitudes of English Students Whose Skills are Peer-Assessed." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.26.

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Peer-assessment (PA) has been used in all study cycles for over three decades. In foreign language classes, for example, it has mostly been applied to assess writing rather than other skills. However, this study focused on PA of oral skills and aimed to learn about university students’ attitudes towards their experience of being peer-assessed in their English classes online during the pandemic when PA was used as a way of formative assessment (the grades suggested by peers were not a part of final course grades). The study involved 49 Vytautas Magnus University (VMU) students (Lithuanians) studying general English at upper-intermediate level online in 2021. They were first and second year (first cycle) students aged 19 to 20. The research was both qualitative and quantitative. It used online PA forms, which the students who were assessors filled in anonymously to evaluate their peers’ oral production, and an online questionnaire with open and closed questions that the assessees filled in after they had received anonymous feedback from their peers. The study showed that over 70% of the students liked it when their oral production was assessed by their peers. It seemed to be an interesting activity for them. Yet, they raised many concerns about PA. Some of them believed PA was not accurate and their peers did not put much effort into it. They also thought their peers lacked experience in PA. They emphasised that their teacher was more experienced and objective and thus should assess their skills rather than peers.
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Petrović, Juraj, and Predrag Pale. "Exploring usage of summative peer assessments in engineering education." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1277.

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Summative peer assessment is an assessment method where the one's work is typically graded by several other anonymous peers using predefined criteria. The value of summative peer assessments in higher education stems from the fact that they can provide scalability in assessment for large enrollment classes for a variety of different assessment types. The main disadvantages of using summative peer assessments are questionable validity and reliability. In this paper, the first results of using summative peer assessments in a large enrollment professional skills course at the University of Zagreb, Faculty of Electrical Engineering and Computing are reported and discussed. The main research question of this work is how well, given specific conditions of the conducted summative peer assessments, do assignment credits assigned by peers correlate with assignment credits assigned by course lecturers. Data were obtained from four summative peer assessments through the course. A random sample of 50 submitted works per peer assessment was evaluated by course lecturers and corresponding assignment credits were compared to assignment credits awarded by students. Data analysis results suggest a moderate to high correlation between several measures of assignment credits awarded by peers and lecturers.
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Krishna Ramanathan, M., V. Kalogeraki, and J. Pruyne. "Finding good peers in peer-to-peer networks." In Proceedings 16th International Parallel and Distributed Processing Symposium. IPDPS 2002. IEEE, 2002. http://dx.doi.org/10.1109/ipdps.2002.1015499.

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Rodrigues, Carlo Kleber da Silva, and Vladimir Emiliano Moreira Rocha. "Uma Adaptação do BitTorrent para Streaming de Vídeo sob Demanda Interativo em Redes Móveis Ad Hoc." In XVIII Workshop em Desempenho de Sistemas Computacionais e de Comunicação. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/wperformance.2019.6459.

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Este artigo propõe uma adaptação do algoritmo peer-to-peer BitTorrent para realizar streaming de vídeo sob demanda interativo em redes móveis ad hoc. Em linhas gerais, essa adaptação baseia-se na ideia de priorizar o compartilhamento de dados entre peers geograficamente próximos entre si, bem como restringir os dados que podem ser requisitados pelos peers durante a reprodução do vídeo. Por meio de simulações e ante diferentes métricas, a adaptação proposta é validada e comprova-se a sua atrativa performance. Nesse sentido, a principal contribuição deste artigo é prover uma nova solução algorítmica para a concepção de protocolos para rede
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Luu, Toan, Fabius Klemm, Ivana Podnar, Martin Rajman, and Karl Aberer. "ALVIS peers." In the international workshop. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1183579.1183588.

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Mandala, Mahender, Erin Cole, Christian Schunn, Mary Goldberg, and Jon Pearlman. "Comparison of Collective Team and Individual Student Peer Feedback on Design." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67800.

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Over the past decade, web-based peer reviews have been used to supplement instructor feedback on student work. Peer reviews scale well with class size, and have been shown to increase the frequency and quantity of feedback students receive. Recent work in the domain of design has shown that nearly half of the web-based peer reviews included praise and lacked suggestions for improvement of work. Inspired by the studio model of design critique, we examined the effect of collaborative team review generation on feedback characteristics in contrast to that generated by individual reviewers. In an exploratory study, students from a large sophomore-level engineering design class reviewed their peers’ design logbooks. Students in the team review group evaluated their peers’ work collectively and synchronously, generating a single review. Individual reviewers followed the current standard of reviewing work independently. A coding scheme was developed to analyze the feedback. We found that team reviews, when compared to individual reviews, supplied more ideas per review, more design suggestions to consider, and were more critical of their peers’ work. These trends indicate that team reviews can potentially improve the usefulness of feedback generated, and creates a basis for future exploration of this space.
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Wahjuni, Sri, Anak Agung Putri Ratna, and Kalamullah Ramli. "Efficient normal peers group recovery in hierarchical peer-to-peer." In 2012 IEEE International Conference on Communication, Networks and Satellite (ComNetSat). IEEE, 2012. http://dx.doi.org/10.1109/comnetsat.2012.6380766.

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Amft, Tobias, and Kalman Graffi. "Moving peers in distributed, location-based peer-to-peer overlays." In 2017 International Conference on Computing, Networking and Communications (ICNC). IEEE, 2017. http://dx.doi.org/10.1109/iccnc.2017.7876253.

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Reports on the topic "Peers"

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Mas, Alexandre, and Enrico Moretti. Peers at Work. Cambridge, MA: National Bureau of Economic Research, September 2006. http://dx.doi.org/10.3386/w12508.

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Kimbrough, Erik, Andrew McGee, and Hitoshi Shigeoka. How Do Peers Impact Learning? An Experimental Investigation of Peer-to-Peer Teaching and Ability Tracking. Cambridge, MA: National Bureau of Economic Research, May 2017. http://dx.doi.org/10.3386/w23439.

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Loken, Katrine, Fanny Landaud, Rita Ginja, and Aline Bütikofer. School selectivity, peers, and mental health. The IFS, October 2021. http://dx.doi.org/10.1920/wp.ifs.2021.3421.

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Carrell, Scott, Mark Hoekstra, and Elira Kuka. The Long-Run Effects of Disruptive Peers. Cambridge, MA: National Bureau of Economic Research, February 2016. http://dx.doi.org/10.3386/w22042.

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Figlio, David. Boys Named Sue: Disruptive Children and their Peers. Cambridge, MA: National Bureau of Economic Research, April 2005. http://dx.doi.org/10.3386/w11277.

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Iyer, Rajkamal, Asim Ijaz Khwaja, Erzo F. P. Luttmer, and Kelly Shue. Screening Peers Softly: Inferring the Quality of Small Borrowers. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15242.

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Ding, Weili, and Steven Lehrer. Do Peers Affect Student Achievement in China's Secondary Schools? Cambridge, MA: National Bureau of Economic Research, June 2006. http://dx.doi.org/10.3386/w12305.

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Corno, Lucia, and Michela Carlana. Shaping gender-stereotypical beliefs: the role of parents and peers. The IFS, December 2022. http://dx.doi.org/10.1920/wp.ifs.2022.5222.

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Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.

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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
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Morales-Zurita, Leonardo Fabio. Peers effects on a fertility decision : an application for Medellín, Colombia. Bogotá, Colombia: Banco de la República, August 2013. http://dx.doi.org/10.32468/be.777.

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