• Korean Journal of Child Studies
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• v.27 no.4
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• pp.133-145
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• 2006

The main purpose of this study was to examine the relations between Children's peer victimization, self-esteem, and loneliness with a sample of 494 elementary school students (293 boys and 231 girls) living in Pusan. Data was analyzed by correlations and regressions. Children's direct/indirect peer victimization were positively related to loneliness. Expecially, indirect peer victimization was more positively related to loneness than direct peer victimization was. Children's self-esteem was negatively related to loneliness. Children's direct/indirect peer victimization were negatively related to self-esteem. Expecially, direct peer victimization was more negatively related to self-esteem than indirect peer victimization was. In boys, self-esteem tended to play a perfectly mediating role between indirect peer victimization and loneliness. In girls, self-esteem tended to play a partially mediating role between direct peer victimization and loneliness.

• International Journal of Computer Science & Network Security
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• v.21 no.9
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• pp.91-98
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• 2021

Peer to Peer Networks play an increasing role in today's networks, also it's expected that this type of communication networks evolves more in the future. Since the number of users that is involved in Peer to Peer Networks is huge and will be increased more in the future, security issues will appear and increase as well. Thus, providing a sustainable solution is needed to ensure the security of Peer to Peer Networks. This paper is presenting a new protocol called Malicious Trust Managers Identification (MTMI). This protocol is used to ensure anonymity of trust manager, that computes and stores the trust value for another peer. The proposed protocol builds a secure connection between trust managers by using public key infrastructure. As well as experimental testing has been conducted to validate the proposed protocol.

• Journal of English Language & Literature
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• v.58 no.6
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• pp.1085-1101
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• 2012

This study, guided by Engeström's (1999, 2001) activity theory which owes its theoretical lineage to sociocultural theory, explores how roles (peer feedback givers and receivers) and tasks are distributed among EFL students who engage in peer response. More specifically, as an extension of previous research of focusing on "stances" ESL students adopt, I investigate whether different roles in peer response groups make a difference in the nature of peer response and identify what underlays the different roles in peer group interaction. In addition, I examine whether different roles to the peer response create tensions and contradictions in peer response and how these created conflicts lead to changes in peer response activity system. The data I wish to consider is first-person narratives elicited from two EFL college students. I use Won's and Choi's (both pseudonyms) stories as a heuristic, which is a method that allowing one to proceed fruitfully in finding information. Foregrounded in this study are the students' different roles in the same peer response activity. A division of labor exists between Won/Choi and their peers - the way tasks are divided up and the way roles are structured. Yet Won and Choi adopted rather divergent roles when participating in peer response activity and carried out qualitatively different peer response activities. It is obvious here that the distribution of their roles in carrying out this particular peer response is shaped by Won' and Choi's perception about the validity of their peers' responses.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.1-15
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• 2001

This study examined patterns of parenting variables in relation to children's peer competence. The subjects were 333 5- and 6-year-old children in early childhood settings. Classroom teachers rated each children's peer competence, and mothers responded to questionnaires on parenting goals, parenting behaviors, and management strategies pertaining to peer relations. Mothers' warm and encouraging behavior, mediation-supervision strategies, and parenting goals for peer competence were positively related to children's peer competence; that is, high warmth and encouragement and mediation-supervision of mothers was strongly associated with children's peer competence. Mothers high in parenting goals for peer competence used more management strategies to enhance peer relations which in turn contributed to children's peer competence.

• The Mathematical Education
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• v.55 no.4
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• pp.503-522
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• 2016

The purpose of this study is to investigate the effects of peer-to-peer relay feedback strategy on achievement in mathematical problem solving and mathematical communication ability. The experimental instruction was given to 99 students. They were divided into two groups. In this research a strategy of peer-to-peer relay feedback is developed. To enhance lateral communication, students were instructed according to the strategy to read open-type problems, to write mathematical ideas individually and to share their ideas and get feedback in relay method with peers within a small subgroup. The results are as follows. 1) Mathematics achievement assessments were carried six times in the cleanup phases of the class. There was no difference at the 1st test. 2) The second t-test of mathematical communication abilities showed that there was meaningful difference and that peer-to-peer relay feedback was effective. But there was no difference on reading. 3) Peer-to-peer relay feedback strategy has a positive impact.

• Proceedings of the Korean Information Science Society Conference
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• 2002.10e
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• pp.460-462
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• 2002

컴퓨터 네트워킹의 새로운 패러다임으로 떠오르고 있는 P2P(Peer-to-peer)통신은 기존의 서버-클라이언트 모델의 한계점을 극복하는 많은 해법을 제시하고 있다. 이에 최근여러 가지 플랫폼의 각기의 서비스를 제공하는 애플리케이션들이 속속 등장하고 있다. SunMicro systems에서 시작되어 현재 Open Project로 진행중인 Project JXTA는 이러한 분산 Computing, 특히 Peer-to-Peer Computing이나 Peer-to-Peer 네트워킹이라는 영역에서 폭넓게 발생하는 문제를 해결하기 위해 만들어진 테크놀로지로서 Peer to Peer를 비롯한 분산 Computing들을 위한 Infra Service를 제공하고 있다. JXTA 테크놀로지를 이용하여 제공할 수 있는 여러 서비스 중에 일반 Peer들의 대용량 데이터 전송에서 있을 수 있는 문제점을 해결할 수 있는 서비스를 제안한다. 대용량의 데이터를 여러 서버에서 나누어 받을 수 있도록 하여 Peer-to-Peer 어플리케이션에서 사용자는 찾고자 하는 자료를 검색했을 때 자료의 위치와 함께 제공자의 status와 capability를 monitoring 함으로써 실제 제공할 수 있는 또는 제공하고자 하는 속도와 다운받을 서버와 가져올 데이터의 용량을 결정함으로써 대용량 데이터를 단시간에 효율적으로 주고받을 수 있다.

• Proceedings of the Korean Information Science Society Conference
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• 2002.10c
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• pp.463-465
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• 2002

본 논문에서는 다자계산 이론과 Peer-to-Peer 네트워크 기술을 이용하여 안전하고 효율적인 경매 모델을 제안하고자 한다 기존에 제안된 경매 모델의 경우 안전한 계산을 할 수 있었으나 메시지 전송에 있어 효율적인 작업을 할 수 없었다. 또한 경매의 규모가 커져감에 따라 부가적으로 들어가는 비용도 증가해야만 했다. 그러나 제안된 모델에서는 Peer-to-Peer 네트워크 기술을 이용함으로써 서버에 집중되는 네트워크 부하를 줄이고 또한 제안된 모델을 사용하는 다른 경매 그룹과 쉽게 연동 할 수 있어 경매 규모를 쉽게 확장을 할 수 있게 하였다.

• English Language & Literature Teaching
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• v.15 no.2
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• pp.151-168
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• 2009

The present study investigates the impact of trained peer feedback on the quantity and quality of revisions made by EFL students at a low-intermediate level. Peer review training was carried out in experimental group through four in-class training sessions and four peer dyad-instructor conferences after class. Students' $1^{st}$ drafts with written peer feedback and revised drafts prior to and post training were collected and analyzed. Results reveal that after training the students produced more revisions in response to their peer comments (96% of total revisions) and those revisions were counted as enhanced in quality (93% of peer-triggered revisions). In contrast, the results of paired t-test within control group indicate that there was no significant difference between two data collected from week 3 and week 16 (t = -.57, df =19, p = .577 at p < .05). The findings suggest that training as an ongoing process of teacher intervention contributes to effectiveness of the peer feedback activity. The study provides pedagogical implications for how to structure and implement peer review training for the sake of its direct strength in an EFL writing class.

• Korean Journal of Childcare and Education
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• v.15 no.5
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• pp.69-86
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• 2019

Objective: This study aimed to provide a systematic understanding of children's peer initiative and peer acceptance and to offer specific information to increase young children's social competence. Methods: Participants were 235 5-year-old children from six child care centers in Sejong City. The participants were interviewed to measure the peer acceptance of children attending the same class. Also, a survey was conducted on their teachers to measure children's peer initiative and the relationship with them. The collected data were analyzed by hierarchical regression using the SPSS 21.0 program. Results: The results showed that significant main effects of friendly and unfriendly peer-initiatives on peer acceptance were found. The effects of teacher-child relationships and their moderating effects, however, were partial; only main influences of close relationships and the interaction effects between peer-initiatives and close relationships were significant. That is, the relationships between improper initiatives and low acceptance levels among peers were more intense when children established conflict relationships with their teacher. Conclusion/Implications: We found that close teacher-child relationships play moderating roles on the pathway from peer initiative to peer acceptance as a protective risk factor for children.

• School Mathematics
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• v.13 no.1
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• pp.127-153
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• 2011

The purpose of this study was to investigate the effect of peer tutoring on mathematical inclination and mathematical communication ability of peer tutor. For the purpose of this study, research questions were established as follows: 1. How does peer tutoring affect to the mathematical inclination of peer tutors? 2. How does peer tutoring affect to the mathematical communication ability of peer tutors? To answer the research questions, four 5th grade peer tutors were selected for qualitative case study in an elementary school located in Goyang-si, Gyeonggi-do. Before and after 11 weeks of peer tutoring in their mathematics classes, mathematical inclination, mathematical communication ability of peer tutors were examined. For qualitative analysis, peer tutors were asked to complete worksheets, self-evaluation, journal for their peer tutoring in daily basis during the experiment. By comparing the scores in mathematical inclination test and mathematical communication test before and after the treatment and analyzing the data gathered for qualitative analysis, the conclusions were drawn as follows: First, Peer tutoring has positive effects on the mathematical inclination of peer tutors. Scores for mathematical inclination of peer tutors after the treatment increased and qualitative analysis showed positive change in their attitude toward mathematics. Second, Peer tutoring has positive effects on the mathematical communication ability of peer tutors. Scores in the performance assessment for mathematical communication ability of peer tutors after the treatment increased. Also qualitative analysis showed that peer tutors tried to develop various ways to solve a problem and explained them to their peer tutee sophisticatedly.