• Korean Journal of Human Ecology
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• v.22 no.1
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• pp.89-98
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• 2013

The purpose of this study was to investigate the effects of attachment with parent and peer on the adolescent's leadership life skills. The subjects were 281 students from three middle schools in Incheon city. The data were analyzed by multiple and hierarchical regression. Major findings of this study were as follows; First, present study suggested that parental attachment, peer attachment, and adolescent's leadership life skills were a moderate level. And, adolescent's leadership life skills were a significant differences on the parental and peer attachment, respectively. In particular, the more amicable communication with parents and peers, the more developed their overall leadership life skills. Finally, the peer attachment rather than parental attachment was more influenced on their leadership life skills. Focusing on parental and peer attachment relationship, the educational implication for promoting adolescent's leadership life skills were discussed.

• Korean Journal of Child Studies
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• v.29 no.4
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• pp.1-14
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• 2008

This study examined effects of children's emotionality and emotion regulation, and maternal parenting behaviors on children's peer competence. Subjects were 222 4- and 5-year-olds children and their mothers. Classroom teachers rated each child's peer competence and emotion regulation; mothers responded to questionnaires on their child's emotionality and on their own parenting behavior. Results of this study were : (1) children's positive and negative emotionality and emotion regulation influenced children's peer competence. (2) Mother's warm and encouraging behaviors were also associated with children's peer competence. (3) Children's emotion regulation rather than negative emotion and mother's warm and encouraging behaviors predicted peer competence. Child characteristics were stronger predictors than parenting behaviors.

• Proceedings of the KIEE Conference
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• 2008.07a
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• pp.1961-1962
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• 2008

Hybrid Peer-to-Peer structure is sharing resource in each peer, but various resource that is with go peer indexing and segment that search from attained in server who function is solidified that is not attained in peer itself be. Basis algorithm was based on Ethernet protocol and administration of each peer enabled in center server and peer does as can confirm breakdown existence and nonexistence through communication with center server and the internet through this directly expensive test expense and a lot of test times of existing test method of access method necessary problem effectively improve.

• Journal of the Korean Home Economics Association
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• v.50 no.5
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• pp.91-100
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• 2012

The purpose of this study was to examine the effects of children's representations of mothers and peer competence on preschool adjustment. 102 preschoolers (47 boys and 55 girls, aged 4-5) participated in this study. The data were analyzed using descriptive statistics and structural equation modeling analysis. The results were as follows: Firstly, children's representations of mothers had a direct effect on peer competence. Secondly, peer competence had a direct effect on preschool adjustment. Thirdly, children's representations of mothers did not directly affect preschool adjustment, but their representations of mothers did indirectly affect preschool adjustment, through peer competence. In conclusion, children's representations of mothers and peer competence influence preschool adjustment.

• Journal of Families and Better Life
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• v.14 no.2
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• pp.241-252
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• 1996

This study was designed to analysis a causal modeling between peer acceptance of children and the related variables. The subjects were 430 5th and 6th elemantary school children. Using questionnares data on peer acceptance aggression & withdrawal behavior rated by same-sex peers and mother-child attachment were gathered,. For the statiscal analyses multiple regression and path-analysis were used. The results show social behavior that effects peer acceptance is influenced by not only aggresive behavior but also withdrawal behavior, Peer acceptance was not affected directly by mother-child attachment and paternal education while academic achievement affected peer acceptance indirectly. Therefore children's peer acceptance is mainly determined by social behavior as well as academic achievement.

• Proceedings of the Korean Information Science Society Conference
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• 2001.10a
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• pp.805-807
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• 2001

본 논문은 P2P 네트워크 구조에 기반한 보안 모텔 구청에 관한 것을 논하고 있다. 현재 많이 사용되고 있는 P2P 프로토콜중에는 중계서버가 있어 각각의 peer가 데이터를 공유하고, 검색할 수 있게 하는 방법과 중계서버가 존재하지 않고 peer간의 통신만으로 구성되어지는 방식이 있다. 본 논문에서는 두 가지 방식의 장점을 이용해서 서버를 통하여 다른 peer의 정보를 얻어 올 수도 있으나 그렇지 못한 경우에도 캐쉬된 기존 정보에서의 자체 검색과 다른 peer와의 통신을 통해서 P2P 동작이 가능하도록 네트워크을 구성하였다. 이러한 P2P 네트워크 구조에서 취약할 수 있는 보안환경을 SSL(Secure Socket Layer)을 이용하며 웹 (web)을 통해 서버와 통신하는 단계와 peer 간에 정보 교환을 위한 통신에 적용하였으며, 그룹키(group key)를 이용하여 보안 멀티캐스트 환경을 구현하였다.

• Human Ecology Research
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• v.60 no.4
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• pp.497-505
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• 2022

This study aims to examine the mediating role of peer attachment between affective school environments and the problematic behaviors of children using data from the Panel Study on Korean Children 10th wave (2017). Descriptive statistics, reliability analysis, correlation analysis, multiple regression analysis, Sobel test, and bootstrapping versification were performed using SPSS 28.0 and Process Macro 28.0. The results indicate that controlled and rigid school environments were negatively associated with peer attachment and positively associated with both internal and external behavior problems. Furthermore, peer attachment was negatively associated with both internal and external behavioral problems. Peer attachment completely mediated the link between affective school environments and internal behavioral problems, and partially mediated the link between affective school environments and external behavioral problems. These results show the important role of supportive and democratic school environments regarding peer attachment.

• Journal of English Language & Literature
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• v.57 no.6
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• pp.977-998
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• 2011

The purpose of this study is to investigate prospective teachers' perceptions of the peer review comments readily available to them during the writing process in a teacher training class. Given these needs, we employ a qualitative method of inquiry giving voice to the learner's own view of peer feedback. The data we wish to consider is first-person narratives elicited from four EFL college students, who are prospective teachers of English. With regard to the EFL students' narrative considered here, all were attentive to the feedback they received. Moreover, the way in which these EFL writers talk about peer response activity reflects that they still welcome peer feedback because of the benefits to be accrued from it. Although this study, covering only four EFL students in total, can hardly be considered conclusive, we attempt to offer a synthesis of their stories. First of all, students indicate that they received responses from "authentic readers" (Mittan 1989, 209). We do note, consequently, that students gain a clear understanding of readers' needs by receiving feedback on what they did well and on what seems unclear. Perhaps the greater effect of peer feedback claimed by these students is that they take active roles in utilizing peer comments. Since they feel uncertain about the validity of their classmates' responses, students feel that they have autonomy over their own text and can make their own decisions on whether they should accept their peer comments or not. This contrasts with their treatment of teacher comments that they accept begrudgingly even if they disagree with them. Four EFL writers talked a lot, typically in a positive way, about peer response to their writing, yet they have expressed reservations about the extent to which they should put any credence in comments offered by their fellow students. Perhaps this is because their fellow students are still developing writers and EFL learners. In turn, they were sometimes reluctant to accept the peers' comments. Thus, in EFL contexts, L1 use can be suggested during peer feedback sessions. In particular, we have come to feel that L1 use enables both reviewers and receivers to have more productive peer review experiences. Additionally, we need to train students not "to see peer feedback as potentially bad advice" (Silva et al. 2003, 111). Teachers should focus on training students to utilize their peers' comments. Without such training, students will either ignore feedback or fail to use it constructively.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.6 no.9
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• pp.2136-2152
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• 2012

The growth of Internet technologies and the widespread use of mobile devices have been paving the way for the increasing use of conferencing services. Two types of systems have been designed to provide conferencing services: 1) a conferencing system using session control over a peer-to-peer (P2P) network and 2) an IP Multimedia Subsystem (IMS) conferencing system. The IMS conferencing system was developed to adapt to a server-based centralized system, whereas the benefits of the P2P operational model in providing such conference services are widely acknowledged. However, each system provides conferencing services only to its own users. Therefore, in this paper, we propose an interworking model to support multimedia conferencing service between the P2P environment and IMS networks. We also introduce protocol architecture and some service scenarios. To verify this system model and the design architecture, we perform an actual implementation and show experienced test results.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.13 no.9
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• pp.4463-4483
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• 2019

Privacy-preserving collaborative filtering schemes take privacy concerns into its primary consideration without neglecting the prediction accuracy. Different schemes are proposed that are built upon different data partitioning scenarios such as a central server, two-, multi-party or peer-to-peer network. These data partitioning scenarios have been investigated in terms of claimed privacy promises, recently. However, to the best of our knowledge, any peer-to-peer privacy-preserving scheme lacks such study that scrutinizes privacy promises. In this paper, we apply three different attack techniques by utilizing auxiliary information to derive private ratings of peers and conduct experiments by varying privacy protection parameters to evaluate to what extent peers' data can be reconstructed.