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Journal articles on the topic 'Peers'

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Published: 4 June 2021
Last updated: 7 September 2024

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1

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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2

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

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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Seppänen, Janne-Tuomas, Mikko Mönkkönen, and Janne S. Kotiaho. "Peer review by the Peers, for the Peers: response to Hettyey et al." Trends in Ecology & Evolution 27, no. 4 (April 2012): 191–92. http://dx.doi.org/10.1016/j.tree.2012.01.006.

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12

ZHAO, JIE, RACHEL POTTINGER, CODY BROWN, and SHRIRAM RAJAGOPALAN. "SCHEMA MEDIATION IN PEER DATA MANAGEMENT SYSTEMS." International Journal of Cooperative Information Systems 20, no. 03 (September 2011): 261–305. http://dx.doi.org/10.1142/s0218843011002249.

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Peer Data Management Systems (PDMSs) allow the efficient sharing of data between peers with overlapping sources of information. These sources share data through mappings between peers. In current systems, queries are asked over each peer's local schema and then translated using the mappings between peers. While this allows the data to be accessed uniformly, users lack access to information that is not in their own schemas. In this paper, we propose a light-weight, automatic method to create a mediated schema in a PDMS. Our work benefits PDMSs by allowing access to more data and without unduly stressing the peer's resources or requiring additional resources such as ontologies. We present our system — MePSys, which creates a mediated schema in PDMSs automatically using the existing mappings provided to translate queries. We further discuss how to update the mediated schema in a stable state, i.e. after the system setup period.
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13

Glantz, Stanton A. "Are the Peers Peers?-Reply." JAMA: The Journal of the American Medical Association 273, no. 7 (February 15, 1995): 523. http://dx.doi.org/10.1001/jama.1995.03520310014015.

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14

Coggans, Niall, and Susan McKellar. "Drug Use Amongst Peers: peer pressure or peer preference?" Drugs: Education, Prevention and Policy 1, no. 1 (January 1994): 15–26. http://dx.doi.org/10.3109/09687639409028532.

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15

Jin, Xin, Yu-Kwong Kwok, and Jian Deng. "Variegated competing peer-to-peer systems with selfish peers." Computer Networks 75 (December 2014): 313–30. http://dx.doi.org/10.1016/j.comnet.2014.10.017.

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16

Heinemann, Markus. "A Review of Peer Review by Peers." Thoracic and Cardiovascular Surgeon 61, no. 08 (December 9, 2013): 649–50. http://dx.doi.org/10.1055/s-0033-1361827.

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17

Lee, Hye Eun, Emiko Taniguchi, Alisa Modica, and Hyunjin Park. "Effects of witnessing fat talk on body satisfaction and psychological well-being: A cross-cultural comparison of Korea and the United States." Social Behavior and Personality: an international journal 41, no. 8 (September 1, 2013): 1279–95. http://dx.doi.org/10.2224/sbp.2013.41.8.1279.

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We examined how witnessing fat talk on Facebook influenced the body satisfaction and psychological well-being of Korean and U.S. young women. Korean (n = 137) and U.S. (n = 159) women completed an online questionnaire after viewing a randomly assigned mock-up Facebook page where body size of the profile owner and the messages from her peers were manipulated. Findings showed that (a) Koreans witnessing an underweight peer's fat talk reported lower body satisfaction than did those witnessing an overweight peer's fat talk, but the peer's body size did not affect the U.S. women, and (b) Koreans witnessing messages discouraging weight loss reported greater psychological well-being than did those witnessing messages promoting weight loss, whereas peers' comments did not influence the U.S. women.
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18

MASUD, MEHEDI, and ILUJU KIRINGA. "UPDATE TRANSLATION IN INSTANCE MAPPED HETEROGENEOUS PEER DATABASES." International Journal of Semantic Computing 05, no. 02 (June 2011): 211–34. http://dx.doi.org/10.1142/s1793351x11001195.

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In data sharing systems, peers are acquainted through pair-wise data sharing settings/mappings for sharing and exchanging data. Besides query processing, supporting update exchange for interchanging data between peers is one of the challenging problems in data sharing systems. In update exchange, an update action posed to a peer is applied to the peer's local database instance and then the update is propagated to the related peers. Previous work on update exchange have considered update propagation considering schema-level mappings between peers, which are conceptually similar to the view maintenance problem. However, there are data sharing systems, where peers are acquainted by instance-level mappings. In such a system, peers use different schemas and data vocabularies to represent semantically same real world entities. The instance-level mappings express how data in one peer relate to data in another peer. One of the problems in exchanging updates in instance-mapped data sharing systems is to translate updates correctly between heterogeneous peers. The translation should be such that insertions, deletions, and modifications of the tuples made by an update in a peer and by the translated version of the update in an acquainted peer are related through the mappings between them. In this paper, we investigate such a mechanism for translating update actions between heterogeneous peer data sources. Before discussing the translation mechanism, the paper first formalize the notion of update translation and derive conditions under which the translation mechanism will produce correct translations of updates.
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19

Peeples, Amanda, Anjana Muralidharan, Lorrianne Kuykendall, Richard Goldberg, and Matthew Chinman. "Peers in Primary Care: How Peer Specialists Support Aging Veterans." Innovation in Aging 4, Supplement_1 (December 1, 2020): 630–31. http://dx.doi.org/10.1093/geroni/igaa057.2154.

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Abstract Most of the more than 1,100 peer specialists (“peers”) in the Veterans Health Administration (VHA) work in mental healthcare settings. These peers provide a variety of services to Veterans such as facilitating groups, teaching recovery and coping skills, connecting Veterans with VHA and community services, and helping Veterans navigate VHA care. In 2014 the White House issued an Executive Action mandating the reassignment of peers from mental health to primary care settings in 25 VHA locations nationwide. This paper presents qualitative findings from a mixed-methods study evaluating this implementation of peers in VHA primary care. We found that peers assisted aging Veterans in primary care through activities such as providing health coaching, facilitating health education groups, connecting Veterans with services, and providing general peer support. Findings are drawn from semi-structured interviews with 27 peers, 25 supervisors, and 10 Veterans who received services from the peers in primary care.
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20

Daily, Karen C. "Peers." Journal of Clinical Oncology 31, no. 10 (April 1, 2013): 1371–72. http://dx.doi.org/10.1200/jco.2013.48.8650.

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21

Rabinovitch, Jannit. "PEERS." Journal of Trauma Practice 2, no. 3-4 (January 14, 2004): 239–53. http://dx.doi.org/10.1300/j189v02n03_14.

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22

Rodríguez, Armando Chapin. "Teaching peers to talk to peers." BioEssays 34, no. 11 (August 20, 2012): 918–20. http://dx.doi.org/10.1002/bies.201200098.

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23

Vassilakis, Dimitrios K., and Vasilis Vassalos. "An analysis of peer-to-peer networks with altruistic peers." Peer-to-Peer Networking and Applications 2, no. 2 (January 16, 2009): 109–27. http://dx.doi.org/10.1007/s12083-008-0024-4.

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24

Thiemann-Bourque, Kathy, Nancy Brady, Sara McGuff, Keenan Stump, and Amy Naylor. "Picture Exchange Communication System and Pals: A Peer-Mediated Augmentative and Alternative Communication Intervention for Minimally Verbal Preschoolers With Autism." Journal of Speech, Language, and Hearing Research 59, no. 5 (October 2016): 1133–45. http://dx.doi.org/10.1044/2016_jslhr-l-15-0313.

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PurposeThis study was conducted to investigate the effectiveness of a social intervention that integrates peer-mediated approaches and the Picture Exchange Communication System (PECS).MethodEffects were evaluated using a series of A-B designs replicated across 4 children with severe autism and limited verbal skills. Seven peers without disabilities were trained to use PECS and facilitative social skills. Measures of changes included rates of communication behaviors, modes, functions, and engagement.ResultsOutcomes revealed an intervention effect for 1 child with autism, and this effect was replicated across 3 other children. All children improved in peer-directed communication, with greater increases for 2 children during snack time. For each child with autism, the primary communication behavior was to initiate with picture symbols to request; the peer's primary communication was to respond. Two children increased communicative functions to comment and to share, and all 4 children showed improved social engagement. All peers increased their communication with the children with autism.ConclusionsThese findings add to the limited research on the benefits of teaching typically developing peers to be responsive listeners to preschoolers with autism by learning to use PECS. These results invite further investigation of teaching peers other augmentative and alternative communication approaches and how to increase children's communication with peers for different purposes.
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25

Kalafat, John, and Maurice Elias. "An Evaluation of a School‐Based Suicide Awareness Intervention." Suicide and Life-Threatening Behavior 24, no. 3 (September 1994): 224–33. http://dx.doi.org/10.1111/j.1943-278x.1994.tb00747.x.

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This study employed a self‐report questionnaire in a Solomon four‐groups design to assess the efficacy of suicide intervention classes in achieving their instructional objectives. Because adolescents are often the first to know of a peer's suicidal thoughts or plans, the goal of the classes was to increase the likelihood that students who come into contact with potentially suicidal peers can more readily identify them and will be consistently inclined to take responsible action on their behalf. Students who participated in the classes as compared to controls showed significant gains in relevant knowledge about suicidal peers and significantly more positive attitudes toward help seeking and intervening with troubled peers. Results of this study will be used to strengthen components of the lessons aimed at enhancing the likelihood of performance of responsible interventions
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26

Musatti, Tullia. "Meaning Between Peers: The Meaning of the Peer." Ethics & Behavior 11, no. 3 (November 1, 1993): 241–50. http://dx.doi.org/10.1207/s1532690xci1103&4_5.

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27

Saito, Hidetoshi, and Tomoko Fujita. "Peer-Assessing Peers' Contribution to EFL Group Presentations." RELC Journal 40, no. 2 (August 2009): 149–71. http://dx.doi.org/10.1177/0033688209105868.

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28

Musatti, Tullia. "Meaning Between Peers: The Meaning of the Peer." Cognition and Instruction 11, no. 3-4 (November 1993): 241–50. http://dx.doi.org/10.1080/07370008.1993.9649023.

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29

Ainsworth, Patricia. "Peers helping peers: Programs for the preadolescent." Journal of Adolescence 14, no. 4 (December 1991): 401–2. http://dx.doi.org/10.1016/0140-1971(91)90008-f.

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30

COWIE, HELEN. "Peers helping peers: interventions, initiatives and insights." Journal of Adolescence 22, no. 4 (August 1999): 433–36. http://dx.doi.org/10.1006/jado.1999.0237.

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31

Sherman, Ben. "Unconfirmed peers and spinelessness." Canadian Journal of Philosophy 45, no. 4 (August 2015): 425–44. http://dx.doi.org/10.1080/00455091.2015.1090896.

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AbstractThe Equal Weight View holds that, when we discover we disagree with an epistemic peer, we should give our peer’s judgment as much weight as our own. But how should we respond when we cannot tell whether those who disagree with us are our epistemic peers? I argue for a position I will call the Earn-a-Spine View. According to this view, parties to a disagreement can remain confident, at least in some situations, by finding justifiable reasons to think their opponents are less credible than themselves, even if those reasons are justifiable only because they lack information about their opponents.
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32

Wise, Patricia S. Yoder. "Our Peers." Journal of Continuing Education in Nursing 25, no. 6 (November 1994): 243. http://dx.doi.org/10.3928/0022-0124-19941101-03.

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33

Lentz, Susan A. "Without Peers." Women & Criminal Justice 11, no. 3 (July 18, 2000): 83–106. http://dx.doi.org/10.1300/j012v11n03_04.

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34

Lentz, Susan A. "Without Peers." Women & Criminal Justice 11, no. 4 (August 4, 2000): 81–101. http://dx.doi.org/10.1300/j012v11n04_06.

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35

Flesch, William. "Ordered Peers." Essays in Criticism 70, no. 1 (January 1, 2020): 130–38. http://dx.doi.org/10.1093/escrit/cgz025.

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36

Woods, H. F. "Peers reviewed." Science & Justice 38, no. 2 (April 1998): 139. http://dx.doi.org/10.1016/s1355-0306(98)72094-5.

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37

Vorobej, Mark. "Distant Peers." Metaphilosophy 42, no. 5 (October 2011): 708–22. http://dx.doi.org/10.1111/j.1467-9973.2011.01714.x.

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38

Bruffee, Kenneth A. "MakingtheMostofKnowledgeable Peers." Change: The Magazine of Higher Learning 26, no. 3 (June 1994): 39. http://dx.doi.org/10.1080/00091383.1994.9940647.

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39

Haynie, D. L., and D. W. Osgood. "Reconsidering Peers and Delinquency: How do Peers Matter?" Social Forces 84, no. 2 (December 1, 2005): 1109–30. http://dx.doi.org/10.1353/sof.2006.0018.

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40

Hammersley‐Fletcher *, Linda, and Paul Orsmond. "Evaluating our peers: is peer observation a meaningful process?" Studies in Higher Education 29, no. 4 (August 2004): 489–503. http://dx.doi.org/10.1080/0307507042000236380.

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41

Ahmed, Anthony O., Nancy J. Doane, P. Alex Mabe, Peter F. Buckley, Denis Birgenheir, and Nada M. Goodrum. "Peers and Peer-Led Interventions for People with Schizophrenia." Psychiatric Clinics of North America 35, no. 3 (September 2012): 699–715. http://dx.doi.org/10.1016/j.psc.2012.06.009.

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42

Lee, Byung-Yoon, and Seon-Young Lee. "The Effects of Attribution of Peers’ Success and Self-Efficacy on Helping Behaviors in Upward Social Comparisons." SNU Journal of Education Research 31, no. 4 (December 31, 2022): 23–46. http://dx.doi.org/10.54346/sjer.2022.31.4.23.

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This study attested to the factors affecting helping behaviors in upward social comparison situations as Korean adolescents face fierce competition and compare themselves with superior classmates. It was designed to examine the interaction effect of the teacher factor (attribution of peers’ success) and the student factor (one’s academic, empathic, and academic self-efficacy) on helping behaviors in upward social comparison. This study found that Korean middle school students who received that attribution of their superior peer’s success was based on his/her effort reported less negative emotion and more helping behavior. It also discovered that students’ empathic self-efficacy moderated on relations between attribution of peers’ success and helping behavior. Students with higher empathic self-efficacy reported more helping behavior when they perceived that their superior peer’s achievement was from their effort than those with lower empathic self-efficacy. This study indicated that both the teacher and student factors need to be provided when developing adolescents’ prosociality in upward comparisons.
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43

EISENHARDT, MARTIN, WOLFGANG MÜLLER, DANIEL BLANK, SOUFYANE EL ALLALI, and ANDREAS HENRICH. "CLUSTERING-BASED, LOAD BALANCED SOURCE SELECTION FOR CBIR IN P2P NETWORKS." International Journal of Semantic Computing 02, no. 02 (June 2008): 235–52. http://dx.doi.org/10.1142/s1793351x08000439.

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In peer-to-peer (P2P) networks, computers with equal rights form a logical (overlay) network in order to provide a common service that lies beyond the capacity of every single participant. Efficient similarity search is generally recognized as a frontier in research about P2P systems. One way to address this issue is using data source selection based approaches where peers summarize the data they contribute to the network, generating typically one summary per peer. When processing queries, these summaries are used to choose the peers (data sources) that are most likely to contribute to the query result. Only those data sources are contacted. There are several contributions of this article. We extend earlier work, adding a data source selection method for high-dimensional vector data, comparing different peer ranking schemes. Furthermore, we present two methods that use progressive stepwise data exchange between peers to better each peer's summary and therefore improve the system's performance. We finally examine the effect of these data exchange methods with respect to load balancing.
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44

Winstead, Olivia, Justin D. Lane, Amy D. Spriggs, and R. Allan Allday. "Providing Small Group Instruction to Children With Disabilities and Same-Age Peers." Journal of Early Intervention 41, no. 3 (March 6, 2019): 202–19. http://dx.doi.org/10.1177/1053815119832985.

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Small group instruction in classrooms provides children opportunities to collaborate on academic tasks, as well as opportunities for social interactions. Although such arrangements are common for children with typical development, children with moderate to severe disabilities (MSD) may receive few or no opportunities to participate meaningfully in small group instruction with same-age peers with typical development. The purpose of this study was to evaluate the use of a progressive time delay procedure for teaching children with MSD (autism spectrum disorder and/or intellectual disability) and those with typical social development, but at-risk for academic failure, to name sight words during small group instruction. In addition, children had multiple opportunities per session to provide tokens to peers, praise peers for correct responses, and initiate conversations and respond to a peer’s conversation initiations. Results indicated that children with and without disabilities can learn to name sight words, as well as learn to initiate conversation when tokens include pictures or photographs of each child’s preferred items or activities. Implications for teachers and future studies are provided.
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45

Reitz, Anne K., Julia Zimmermann, Roos Hutteman, Jule Specht, and Franz J. Neyer. "How Peers Make a Difference: The Role of Peer Groups and Peer Relationships in Personality Development." European Journal of Personality 28, no. 3 (May 2014): 279–88. http://dx.doi.org/10.1002/per.1965.

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Peers are a pervasive aspect of people's lives, but their role in personality development has rarely been considered. This is surprising, given that peers are promising candidates to explain personality development over the entire lifespan. Owing to the lack of clear–cut definitions of peers, we first elaborate on their defining criteria and functions in different life phases. We then discuss the role of peers in personality development across the lifespan. We advocate that an integration of social group perspectives and social relationship perspectives is essential to understand peer effects on personality development. Group socialization theory is particularly suited to explain developmental differences between groups as a result of group norms. However, it is blind towards differences in development within peer groups. In contrast, the PERSOC framework is particularly suited to explain individual differences in development within groups as a result of specific dyadic peer–relationship experiences. We propose that a conjunct consideration of peer–group effects and dyadic peer–relationship effects can advance the general understanding of personality development. We discuss examples for a cross–fertilization of the two frameworks that suggest avenues for future research. Copyright © 2014 European Association of Personality Psychology
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46

Smaoui, N., N. Charfi, M. Turki, M. Maâlej-Bouali, L. Zouari, N. Zouari, J. Ben Thabet, and M. Maâlej. "Influence of Peers Drinking and Parental Drinking and Attitudes on Adolescent Drinking." European Psychiatry 41, S1 (April 2017): s304—s305. http://dx.doi.org/10.1016/j.eurpsy.2017.02.195.

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IntroductionIt is widely recognized that parents and peers play a critical role in the adolescent's introduction to alcohol.ObjectivesThe aim of the study was to examine the relationship of parental and peers drinking to adolescent drinking behavior.MethodsA cross-sectional study was carried out in four colleges and schools in Sfax in Tunisia, in May and June 2016. The sample consisted of 317 pupils, and was determined through a simple randomized sampling. These adolescents were asked to answer a self-administered questionnaire, after their consent. Alcohol use disorders identification test (AUDIT) was used to evaluate alcohol dependence.ResultsThe mean age was 16 years, with a sex-ratio of 1.07. The participants reported having drunk alcohol at least once in 18.9% of cases and 41.66% of them still consume. According to AUDIT, 1.6% of alcohol users presented an alcohol misuse and 21.6% presented dependence. They reported that parents’ attitude toward their alcohol use was favorable in 27.11% of cases. Among dependent adolescents, the prevalence of fathers’ alcohol consumption was 20% while that of friends was 70%. Adolescent drinking was significantly correlated to fathers, mothers and peers drinking (P < 0.001, P = 0.004, P < 0.001 respectively), mothers and peers smoking (P = 0.05, P < 0.001 respectively), fathers and peer's cannabis use (P < 0.001, P < 0.001 respectively).ConclusionFindings suggest that negative family and peers influence increased risk of alcohol consumption in adolescents. Understanding the influences on parents’ beliefs about their children's drinking and the functions of social networks in preventing alcohol consumption may be necessary to address adolescent risky drinking.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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47

He, Hong. "A reliable peer-to-peer storage framework based on virtual peers model." International Journal of Networking and Virtual Organisations 22, no. 2 (2020): 129. http://dx.doi.org/10.1504/ijnvo.2020.10027110.

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48

He, Hong. "A reliable peer-to-peer storage framework based on virtual peers model." International Journal of Networking and Virtual Organisations 22, no. 2 (2020): 129. http://dx.doi.org/10.1504/ijnvo.2020.105513.

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49

Travers, Hilary E., Erik W. Carter, Erika T. Picard, and Lily Hauptman. "It “Goes Both Ways”: The Impact of Peer-Mediated Interventions on Peers." Inclusion 11, no. 3 (August 31, 2023): 162–78. http://dx.doi.org/10.1352/2326-6988-11.3.162.

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Abstract Peers have a prominent place within peer-mediated interventions (PMI). Understanding how they might benefit from their experiences supporting students with disabilities is an emerging area of much-needed research. This qualitative study was designed to identify the breadth of ways peers report being affected by their diverse experiences. We held eight focus groups with 41 secondary and postsecondary peers involved in PMIs alongside students with intellectual and developmental disabilities. They described nine distinct areas of impact: social impact, personal growth, changes in views, rewarding impact, skill development, advocacy, future intentions, academic impact, and negative impact. We provide recommendations for research and practice aimed at understanding the reciprocal impact of these widely advocated interventions.
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50

Jo, Young-Oh. "The Effects of Self-control and Peer Relationships on Delinquency : The Mediating Effects of Deviant Peers and Prosocial Peers." Journal of Korean Criminological Asscciation 13, no. 1 (April 30, 2019): 49–68. http://dx.doi.org/10.29095/jkca.13.1.3.

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