Journal articles: 'Active peer'

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Du, Hua Mei, Yong Sheng Huang, and Geng Lu Zhang. "The P2P Model Based on the Similarity of Active Peers." Applied Mechanics and Materials 278-280 (January 2013): 2044–47. http://dx.doi.org/10.4028/www.scientific.net/amm.278-280.2044.

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In application of network technologies, the peer to peer technologies is becoming one of the hot spots in network research fields. In order to enhance the efficiency and effectiveness of the P2P network, a lot of architecture schemes for organizing the peers and the files in the P2P network are put forward which are mainly concentrated on the network characteristics of the peers and the file transmission. A P2P model based on the similarity of active peers is put forward. In the proposed model, the peers’ interests to the files are utilized to describe the similarities of the peers. By the similarities among the peers, the peer groups are clustered. Utilizing the representative clustering group, the interconnections among active peers are built according to the representative group selected by Hamming network.

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M. Ali, Hanafy, Mohamed Z. Abdelmegid, and Mohamed M. Ali. "SECURE ACTIVE ROUTING FOR PEER-TO-PEER NETWORKS." JES. Journal of Engineering Sciences 37, no. 5 (September 1, 2009): 1099–108. http://dx.doi.org/10.21608/jesaun.2009.128169.

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Walther, Willliam A., Sara Abelson, and Alison Malmon. "Active Minds: Creating Peer-to-Peer Mental Health Awareness." Journal of College Student Psychotherapy 28, no. 1 (January 2, 2014): 12–22. http://dx.doi.org/10.1080/87568225.2014.854673.

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Rosecrance, John. "Active Gamblers as Peer Counselors." International Journal of the Addictions 23, no. 7 (January 1988): 751–66. http://dx.doi.org/10.3109/10826088809058837.

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Tama, Aditya Nugraha, Saptadi Nugroho, and Hartanto Kusuma Wardana. "Implementasi Algoritma Gosip Dalam Jaringan Peer-to-Peer." Techné : Jurnal Ilmiah Elektroteknika 17, no. 01 (April 30, 2018): 7–11. http://dx.doi.org/10.31358/techne.v17i01.153.

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Algoritma gosip merupakan algoritma yang mengatur proses pertukaran data antar dua buah node yang terhubung. Pada algortima gosip semua node menjalankan fungsi yang sama atau dengan kata lain tidak ada client/server. Untuk mengimplementasikan algoritma gosip terdapat dua hal yang paling utama yaitu active thread dan passive thread. Active thread mulai berjalan saat node menghubungi node tetangga untuk diajak bertukar data, sedangkan passive thread akan menunggu sampai ada ajakan dari tetangga. Setelah dua node terhubung, proses komunikasi dan pertukaran data yang terjadi berjalan baik dan lancar.

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Tian, Ye, Di Wu, Guangzhong Sun, and Kam-Wing Ng. "Improving stability for peer-to-peer multicast overlays by active measurements." Journal of Systems Architecture 54, no. 1-2 (January 2008): 305–23. http://dx.doi.org/10.1016/j.sysarc.2007.07.002.

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Baschiera, Barbara, and Willem De Meyer. "Support of active ageing through P2P learning." Journal of Education Culture and Society 7, no. 1 (June 28, 2016): 180–92. http://dx.doi.org/10.15503/jecs20161.180.192.

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Personal development throughout the course of life is at the core of several important policy documents that have shaped European cooperation in economic, social and educational sciences over the last decade. The paradigm of Lifelong Learning implies learning at any age of life and underlines the importance of achieving continuous knowledge and self-care.Pedagogy has started taking into account the age of older adults only in recent years.The European project we are going to illustrate sought to test how well peer to peer learning can be useful to define new training and learning models for older adults.The HiHtaST (Hand in Hand to a Social Tomorrow) project provides an example of peer to peer learning among older adults.We provided training for adult learners to teach IT among other older adults as a means for social inclusion in five European countries. Each country had 20 learners / trainers who had other older students in turn.Multiple choice questionnaires and focus groups were used to collect data.The project was run in the theoretical framework of active ageing, considering the paradigm of Vygotsky’s zone of proximal development and co-construction of knowledge.The project results showed that adults can acquire knowledge in peer to peer group situations with no drop-outs especially when learning real and practical tasks, which suggests that peer to peer learning works better than a frontal class in formal as well as non-formal or informal situations.

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Levy, Judith A., Chuck P. Gallmeier, and W. Wayne Wiebel. "The Outreach Assisted Peer-Support Model for Controlling Drug Dependency." Journal of Drug Issues 25, no. 3 (July 1995): 507–29. http://dx.doi.org/10.1177/002204269502500302.

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This article examines the outreach-assisted peer-support (OAPS) model of group interaction as an innovative strategy to help active street addicts control, reduce, or stop their use of drugs. The OAPS model targets active street addicts who are not in treatment and who may elect to continue drug use while participating in an OAPS group. Community-outreach and network sampling methods were used to recruit active heroin and cocaine users. One hundred street addicts were invited to participate voluntarily in outreach staff-assisted, peer-support groups sessions held at two community-based sites in Chicago. Data are drawn from regular indepth interviews, ethnographic reports, and transcribed tapes of OAPS sessions. The analysis focuses on the social processes through which peers help peers to stop, control, or reduce the harm of using illegal drugs.

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Yu, Wei, Sriram Chellappan, Xun Wang, and Dong Xuan. "Peer-to-peer system-based active worm attacks: Modeling, analysis and defense." Computer Communications 31, no. 17 (November 2008): 4005–17. http://dx.doi.org/10.1016/j.comcom.2008.08.008.

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Shin, Wonsun, and May O. Lwin. "How does “talking about the Internet with others” affect teenagers’ experience of online risks? The role of active mediation by parents, peers, and school teachers." New Media & Society 19, no. 7 (January 27, 2016): 1109–26. http://dx.doi.org/10.1177/1461444815626612.

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This study investigated how active mediation employed by three key socialization agents—parents, peers, and school teachers—is associated with teenagers’ engagement in online risks. A survey with 746 students aged 12–18 years found that different socialization agents focus on different aspects of the Internet when they engage in active mediation. Parents and teachers focus more on making instructive remarks whereas peers are more likely to engage in neutral facets of active mediation (e.g. helping or recommending). However, parental mediation tends to diminish whereas peer mediation tends to escalate with age among teens. The findings also suggest that school teachers’ Internet-related discussions can reduce teens’ potential exposure to online risks while peer interactions may increase teens’ vulnerability to online risks.

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Lee, Cynthia Bailey. "Active Learning in Lecture with Peer Instruction." AI Magazine 35, no. 2 (June 19, 2014): 93–94. http://dx.doi.org/10.1609/aimag.v35i2.2530.

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Have you ever been surprised by poor class performance on a midterm question, and wondered why you were met with silence each time you asked “Any questions?” during the lecture on that topic? Do your students sometimes feel like they understood everything that was said in lecture, only to go home, start the homework, and immediately get stuck? Do you find that you only really learn something when you have to explain it to others? Peer instruction is an active learning pedagogy that addresses these challenges and opportunities

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Rubin, Lois, and Catherine Hebert. "Model for Active Learning: Collaborative Peer Teaching." College Teaching 46, no. 1 (January 1998): 26–30. http://dx.doi.org/10.1080/87567559809596229.

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Lim, Weng Marc. "Pro-active peer review for premier journals." Industrial Marketing Management 95 (May 2021): 65–69. http://dx.doi.org/10.1016/j.indmarman.2021.04.004.

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Knight, Jennifer K., and Cynthia J. Brame. "Peer Instruction." CBE—Life Sciences Education 17, no. 2 (June 2018): fe5. http://dx.doi.org/10.1187/cbe.18-02-0025.

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Peer instruction, a form of active learning, is generally defined as an opportunity for peers to discuss ideas or to share answers to questions in an in-class environment, where they also have opportunities for further interactions with their instructor. When implementing peer instruction, instructors have many choices to make about group design, assignment format, and grading, among others. Ideally, these choices can be informed by research about the impact of these components of peer instruction on student learning. This essay describes an online, evidence-based teaching guide published by CBE—Life Sciences Education at http://lse.ascb.org/evidence-based-teaching-guides/peer-instruction . The guide provides condensed summaries of key research findings organized by teaching choices, summaries of and links to research articles and other resources, and actionable advice in the form of a checklist for instructors. In addition to describing key features of the guide, this essay also identifies areas in which further empirical studies are warranted.

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Syaputra, Yogi Damai, and Monalisa Lisa. "Motivasi Siswa dalam Mengikuti Konseling Teman Sebaya di SMAN 1 Sungayang." Jurnal Counseling Care 2, no. 1 (September 8, 2018): 7–14. http://dx.doi.org/10.22202/jcc.2018.v2i1.2858.

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Adolescence is a time of self-discovery, one of the efforts made to achieve the identity of teenagers can be pursued with the achievement of a mature relationship with peers. Teenagers spend more time with their peers. Peer execution is very urgent in determining attitudes and behavior, as teenagers strive to be free from family and not dependent on their parents, so that any problems they face will be more likely to share the problem with their peers. Peer counseling is an activity of mutual care and interpersonal mutual assistance among fellow students that take place in everyday life, using active listening skills and problem-solving skills in equal position among peers. In SMA 1 Sungayang some students have attended peer counseling, one time, twice or even four times in peer counseling. This study aims to reveal the level of student motivation in following peer counseling. This research uses quantitative descriptive method, with 76 research sample (SeventySix) students. Data obtained through questionnaire, then continued with interpretation of data or process of interpreting data. The results of this study revealed that the motivation of students to follow peer counseling activities belong to the high category

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Syaputra, Yogi Damai, and Monalisa Monalisa. "Deskripsi Motivasi Siswa untuk Mengikuti Konseling Teman Sebaya Di SMA Negeri 1 Sungayang." Jurnal Bimbingan dan Konseling Terapan 2, no. 2 (July 30, 2018): 156. http://dx.doi.org/10.30598/jbkt.v2i2.374.

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Adolescence is a time of self-discovery, one of the efforts made to achieve the identity of teenagers can be pursued with the achievement of a mature relationship with peers. Teenagers spend more time with their peers. Peer execution is very urgent in determining attitudes and behavior, as teenagers strive to be free from family and not dependent on their parents, so that any problems they face will be more likely to share the problem with their peers. Peer counseling is an activity of mutual care and interpersonal mutual assistance among fellow students that take place in everyday life, using active listening skills and problem-solving skills in equal position among peers. In SMA 1 Sungayang some students have attended peer counseling, one time, twice or even four times in peer counseling. This study aims to reveal the level of student motivation in following peer counseling. This research uses quantitative descriptive method, with 76 research sample students. Data obtained through questionnaire, then continued with interpretation of data or process of interpreting data. The results of this study revealed that the motivation of students to follow peer counseling activities belong to the high category.

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Wei, Ting, Qing Yu, Jin Peng, and Chang Jia Chen. "Study of User Activity in Peer to Peer Living Streaming System." Advanced Materials Research 108-111 (May 2010): 1283–89. http://dx.doi.org/10.4028/www.scientific.net/amr.108-111.1283.

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understanding the characteristics of user activities make sense to various application designs, and consequently has impact on business benefit directly. In this paper, we present a study of a peer to peer (P2P) live streaming system based on measurement. We classify those channels into three types and study the statistical characteristics on user behaviors, such as user arriving and leaving, especially we conduct an in-depth analysis of their relations with program time point and time duration. We observe that users behave differently not only inside different type of channels but also different programs. We find that 1) peers watching time duration has no necessary relationship with peer interest; 2) peers watching time duration is enormously affected by program arrangement; 3) peers behavior is substantially active in the first 10min of a program. We also come up with a heuristic model about the number of online peers during a program and the watching time duration of one online user. Our study can be used as a reference for arranging the program resources and channel resources so as to attract more viewers to stay longer in the streaming system. This has important implications on not only the design and development of P2P streaming system and IPTV systems, but also the existing general TV system.

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DiBLASIO, FREDERICK A., and BRENT B. BENDA. "A Conceptual Model of Sexuality Active Peer Association." Youth & Society 25, no. 3 (March 1994): 351–67. http://dx.doi.org/10.1177/0044118x94025003003.

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Linton, Debra L., Jan Keith Farmer, and Ernie Peterson. "Is Peer Interaction Necessary for Optimal Active Learning?" CBE—Life Sciences Education 13, no. 2 (June 2014): 243–52. http://dx.doi.org/10.1187/cbe.13-10-0201.

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Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.

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Hunter, David, Eugene Kandel, Shmuel Kandel, and Russ Wermers. "Mutual fund performance evaluation with active peer benchmarks." Journal of Financial Economics 112, no. 1 (April 2014): 1–29. http://dx.doi.org/10.1016/j.jfineco.2013.12.006.

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Haggi, Hamed, and Wei Sun. "Multi-Round Double Auction-Enabled Peer-to-Peer Energy Exchange in Active Distribution Networks." IEEE Transactions on Smart Grid 12, no. 5 (September 2021): 4403–14. http://dx.doi.org/10.1109/tsg.2021.3088309.

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Rowland, Sheri A., Marlene Z. Cohen, Carol H. Pullen, Paula S. Schulz, Kris E. Berg, and Bernice C. Yates. "Perceptions of a Peer Modeling Workplace Physical Activity Intervention for Women." Workplace Health & Safety 66, no. 9 (June 29, 2018): 437–43. http://dx.doi.org/10.1177/2165079918782258.

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A workplace physical activity (PA) study tested a novel use of peers to deliver the intervention. Peer models provided vicarious experience for living physically active lifestyles to a group of inactive women. The purpose of this study was to describe participants’ perceptions of the peer modeling intervention. Nine women from the intervention group ( n = 26) participated in a 90-minute focus group. Qualitative description using thematic analysis was used to identify themes from the focus group transcript. Two themes about the intervention were “I am left wanting more” and “focus on food.” Two themes about the peer models were “real people” and “it is doable.” Focus group participants perceived the peer modeling PA intervention favorably; however, they desired more attention to healthy eating and more time with peer models. Replication of the study accounting for themes identified by focus group participants is needed to strengthen the peer modeling intervention.

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Setiani, Rulik. "PEER ASSESSMENT EFFECT ON STUDENTS’ WRITING PERFORMANCE." Edukasi Lingua Sastra 19, no. 1 (April 28, 2021): 15–23. http://dx.doi.org/10.47637/elsa.v19i1.310.

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The aim of this study is to investigate peer assessment effect on students’ writing performance. Writing is one of activities that students should be learnt to achieve language ability especially in English, but the fact they often face difficulties when they write because they have to be able in organization, content, grammar, vocabulary, and mechanics, so it is important for them needs interaction and collaboration from their friends or peers to solve those difficulties together, it called as peer assessment. Peer assessment is a common activity used in writing classroom and it can increase students’ writing performance, it also can be beneficial for both writer and teacher. For the teacher, it helps him saving time in checking students’ works, further for students, peer assessment can assist and gain their performance quantitatively and/or qualitatively by stimulating the peers to discuss, reflect, and collaborate well. Peer assessment is very effective and to be more active and productive by interacting each other students and intended communication relates the error of poor organization, misuse of punctuation, the use of faulty sentences, inappropriate the diction and capitalization. It presents the students improvement of the writing performance.

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Kemerink, Martijn. "Peer review." Tijdschrift voor Rechtsgeschiedenis 87, no. 3 (December 12, 2019): 291–98. http://dx.doi.org/10.1163/15718190-00873p06.

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Summary Over the years, peer review has developed into one of the fundaments of science as a means to provide feedback on scientific output in a relatively objective manner. While peer review is done with the common good in mind, specifically to provide a quality check, a novelty and relevance check, fraud detection and general manuscript improvement, it has its weaknesses and faces threats that undermine both its effectiveness and even its goals. Herein, I address the role of the various actors in the peer reviewing process, the authors, the editors, the reviewers and the broader society. While the first three actors are active participants in the process, the role of society is indirect as it sets the boundary conditions for the process. I will argue that although authors, editors and reviewers all are in part to blame for the sub-optimal functioning of the system, it is the broader society that intentionally and unintentionally causes many of these problems by enforcing a publish-or-perish culture in academia.

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Menzies, Victoria, and Jennifer Tredinnick. "Flipped peer leader training: A modularised, blended and active peer leader training and development program." Student Success 8, no. 2 (July 25, 2017): 79–85. http://dx.doi.org/10.5204/ssj.v8i2.383.

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Blended and flipped classroom pedagogical models are recognised as having the potential to deepen and enrich student learning while also being a more engaging learning experience (Partridge, Ponting, & McCay, 2011). E-learning platforms and blended pedagogies have transformed the higher education landscape, changing how teaching and learning occur along with learner expectations about the nature of their learning experience. Active-learning, collaborative learning, blended pedagogies and flexibility in deciding where, when and how they engage have now become mainstreamed (Gaebel, Kupriyanova, Morais, & Colucci, 2014). In the peer leader training and development landscape, blended pedagogical approaches are typically not applied; however, if adopted, they have the potential to similarly transform the learning experience. This article describes a student-centred blended and flipped classroom model of peer leader training that aims to establish a more flexible, connected, coherent and deeper student learning experience.

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Liu, Hong, Jifeng Li, Shaoyun Ge, Xingtang He, Furong Li, and Chenghong Gu. "Distributed Day-Ahead Peer-to-Peer Trading for Multi-Microgrid Systems in Active Distribution Networks." IEEE Access 8 (2020): 66961–76. http://dx.doi.org/10.1109/access.2020.2983645.

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Alzaid, Jawaher Mohammed. "The Effect of Peer Assessment on the Evaluation Process of Students." International Education Studies 10, no. 6 (May 30, 2017): 159. http://dx.doi.org/10.5539/ies.v10n6p159.

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This study aims at finding out the effect of peer assessment on the evaluation process of students. The hypothesis underlying this study is that assessment is an integral part of the learning process, which should play an important role in the educational model. The current study will emphasize the importance of using peer assessment as a tool to engage students in the evaluation process, clarify the role of peer assessment in promoting student learning, diversify the scope of the evaluation through the frameworks of theory and methodology to get to understand the uses and limitations of peer assessment as a tool for assessment, and discuss the goals and benefits that can be achieved by the students from practicing peer assessment in accordance with scientific standards and bases, which emphasize active participation of the students in their learning and responsibility. Additionally, this study will check the credibility of peer assessments as a suitable tool in the assessment process. Findings show that there is a statistically significant relationship between the assessment of peers to each other, as well as between peer assessment and teacher assessment.

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Kaakinen, Pirjo, Marjo Suhonen, Sonja Lutovac, and Raimo Kaasila. "Students experiences of peer-support during a Master’s thesis process." Clinical Nursing Studies 5, no. 1 (January 16, 2017): 22. http://dx.doi.org/10.5430/cns.v5n1p22.

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Working as an expert in health care requires peer-support skills. The aim of the study is to describe students’ (n = 8) experiences of peer-support from other students during their Master’s thesis process. This study was a qualitative and the data (n = 29) was collected from the students through a number of repeated open questions during one year. The data were analysed by a qualitative content analysis. The results show that students both received and gave individual and mental peer-support during their Master’s thesis process. The results also show that students need to be active in peer-support group such as to share ideas, to discuss openly and to read peers thesis. The peer-support helped the students to formulate research plan and think more critically based on others students’ feedback. Peer-support received in a group can help increase opportunities for learning working life skills for Master’s thesis students, but further research is needed. More widely in health care, it is important to be aware of the existence of peer-support and discuss how it can be promoted.

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Fishman, Marc L., Akhil Kumar, Sharon Davis, William Shimp, and William J. M. Hrushesky. "Guideline-Based Peer-to-Peer Consultation Optimizes Pegfilgrastim Use With No Adverse Clinical Consequences." Journal of Oncology Practice 8, no. 3S (May 2012): e14s-e17s. http://dx.doi.org/10.1200/jop.2012.000540.

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Active expert peer-to-peer consultation with prescribing oncologists can promote adherence to guidelines and lead to cost reductions without risk of neutropenic fever, with or without hospitalization, for patients with cancer.

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Lau, Erica Y., G. Faulkner, and W. Qian. "Longitudinal associations of parental and peer influences with physical activity during adolescence: findings from the COMPASS study." Health Promotion and Chronic Disease Prevention in Canada 36, no. 11 (November 2016): 235–42. http://dx.doi.org/10.24095/hpcdp.36.11.01.

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Introduction To examine temporal variations in parental and peer influences on adolescent physical activity (PA) and whether these variations predicted changes in PA. Methods We analyzed data from Years 1, 2 and 3 of the COMPASS study. Participants were 22 909 students in Grades 9 to 12 (mean age [years] = 15.42 ± 1.12, 46% boys, 85% White), who had completed the following survey items on 2 or more consecutive occasions: age, sex, grade, race/ethnicity, moderate-to-vigorous physical activity (MVPA), parental encouragement and parental instrumental support for PA, and number of active peers. We used a linear-mixed model to investigate longitudinal effects of parental and peer influences on changes in square-root transformed average MVPA. We used a generalized-estimatingequations (GEE) model to investigate compliance with Canadian PA guidelines for youth. These models included parental encouragement, instrumental support and number of active peers as time-varying predictors, adjusting for sociodemographic factors and grade as covariates, and accounting for the clustering within children and schools. Results We found that adolescents perceived significantly less parental encouragement and instrumental support and reported fewer active peers as they got older. In addition, the adjusted models suggest that, for a one-unit increase in the score of parental encouragement, parental instrumental support and number of active peers, average MVPA significantly increased by 0.22 units, 0.23 units and 0.16 units, respectively. For the same one-unit increase, adjusted odds of an adolescent complying with the PA guidelines increased by 9%, 4% and 6%, respectively. Conclusion Promoting parental support and facilitating the formation and maintenance of a physically active friendship network may play an important role in attenuating declines in PA during adolescence.

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Dewi, Sri Ratna, Sri Ratna Dewi, Desak Putu Oki Lestari, ,. Ni Wayan Armerinayanti, and I. Wayan Suwarna. "PEMBERDAYAAN KELOMPOK SEBAYA DAN KONSELING DI SMP WIDYA SAKTI UNTUK MENINGKATKAN GERAKAN SEHAT REPRODUKSI REMAJA." JURNAL SEWAKA BHAKTI 3, no. 1 (December 14, 2019): 1–9. http://dx.doi.org/10.32795/jsb.v3i1.514.

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Adolescent are a transition period and highly sensitive to the influence of new values. The problems they face are also quite complex, one of which concerns reproductive health. Some studies suggest that peers are the most dominant factor in influencing the adolescent reproductive health behaviors. This dedication activity aims to increase adolescent knowledge and activate the role of peers and counseling teachers in disseminating correct information about reproductive health. The method of implementing activities in the form of providing material on adolescent reproductive health by a talk from the expert, training and mentoring to peer groups in carrying out mini counseling, as well as training and counseling for counseling teachers. After the implementation of this program obtained increased peer group knowledge and counseling teachers on adolescent reproductive health respectively as much as 50% and 30.8%. In addition, all peer groups are able to conduct mini-counseling as well as to do better counseling. Through this activity it is hoped that peer group partners and counseling is able to play an active role in continuously spreading information about adolescent reproductive health so that it can produce other peers who help keep the healthy atmosphere of the adolescents.

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Zepke, Nick. "Learning with peers, active citizenship and student engagement in Enabling Education." Student Success 9, no. 1 (February 6, 2018): 61–73. http://dx.doi.org/10.5204/ssj.v9i1.433.

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This paper examines one specific question: What support do students in Enabling Education need to learn the behaviours, knowledge and attitudes required to succeed in tertiary education, employment and life? Success appears in many guises. It can mean achieving officially desired outcomes such as retention, completion and employment. It can also mean achieving less measurable outcomes such as deep learning, wellbeing and active citizenship. The paper first introduces an overarching success framework before exploring how the widely used student engagement pedagogy can support learners to achieve both official and personal success outcomes. It then develops two specific constructs applicable to Enabling Education as found in student engagement: facilitated peer learning and active citizenship. Peer learning is here connected to tutor supported but peer facilitated mentoring; active citizenship to educational experiences in classrooms, institutions and workplaces that support flexibility, resilience, openness to change and diversity. The paper includes examples of how facilitated peer learning and active citizenship can build success in practice.

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Stathi, Afroditi, Janet Withall, Janice L. Thompson, Mark G. Davis, Selena Gray, Jolanthe De Koning, Graham Parkhurst, et al. "Feasibility Trial Evaluation of a Peer Volunteering Active Aging Intervention: ACE (Active, Connected, Engaged)." Gerontologist 60, no. 3 (February 19, 2019): 571–82. http://dx.doi.org/10.1093/geront/gnz003.

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Abstract Background ACE (Active, Connected, Engaged) is a theory-informed, pragmatic intervention using peer volunteering support to promote active ageing in socially disengaged, inactive older adults. This study aimed to establish ACE’s feasibility and acceptability. Methods Fifty-four older adults were recruited as either peer volunteers (activators; n = 15) or participants (ACEs; n = 39). Participants were randomized to one-to-one support from an activator (ACEs-Intervention [ACEs-I]) or a waiting-list control group (ACEs-Control [ACEs-C]). Activators supported ACEs-I to get out more and engage with local activities. Objectively measured physical activity (PA), lower limb function, and number of out of house activities were assessed at baseline and post-intervention. A mixed-methods process evaluation assessed changes in confidence to get out and about, social support, autonomy, competence, and relatedness. Results Eighty-two percent of ACEs (mean age = 73.7 years [SD 7.3]) and all activators completed assessments at both baseline and post-intervention (6 months). ACEs-I reported more out of house activities (M [SD] = 6.34 [4.15]). ACEs-I increased physical function post-intervention (M [SD] = 9.8 [2.3]). ACEs-I reported improved well-being and vitality and increased confidence to get out and about, confidence in the face of specific barriers, knowledge of local initiatives, and perceived social support post-intervention. Activators, although sufficiently active at baseline, increased their PA further. ACE was well-accepted and easy to deliver. Conclusions ACE is an acceptable and feasible intervention for helping socially disengaged older people to get out and about more, improve their confidence, and engage more with their community.

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Birol, Zehra Nesrin. "The Content of Peer Helping Program." European Journal of Social Sciences Education and Research 1, no. 1 (May 1, 2014): 262. http://dx.doi.org/10.26417/ejser.v1i1.p262-267.

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With the study, which is a collection of the overall literature, the aim is to explain the concept of peer helping and its content. It is also our aim to enlighten people who are interested in the topic about where and how peer helping programs might be used. Peer helping concept consists of the idea that peers advise each other spontenaously and while doing this, active listening, problem solving skills, mental health and human development knowledge are naturally used. Peer helping is a system of counseling in which peers who are at the same age and status might help each other (Birol, 2005). The study aims to provide sufficient knowledge for the ones who are in the arena about what and how to establish a qualified peer helping program and of its principles. Additionally, how to choose peer helpers and the methods are partly discussed. It is known that the election of peer helpers has various applications. One way is applying for it voluntarily (Baginsky, 2004), second is being a nominee by others (Cartwright 2005), third is choosing a selective course (Myrick ve Folk:1991), fourth is interviews (Birol;2005) or applying some tests. The interview method has its own standards and also in the study the characteristics of peer helpers are examined as they have to be qualified and able to conduct the counseling sessions in an appropriate way. The study also mentions about the aim of peer helping. It presents us a brief information about the relation between peer helping and preventional guidance. Peer helping is a useful method for it is used in various fields and it facilitates people who work in the arena to reach many individuals at schools or other educational institutions.

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Delfanti, Alessandro. "Special issue on peer-to-peer and user-led science: invited comments." Journal of Science Communication 09, no. 01 (March 22, 2010): C01. http://dx.doi.org/10.22323/2.09010301.

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In this commentary, we collected three essays from authors coming from different perspectives. They analyse the problem of power, participation and cooperation in projects of production of scientific knowledge held by users or peers: persons who do not belong to the institutionalised scientific community. These contributions are intended to give a more political and critical point of view on the themes developed and analysed in the research articles of this JCOM special issue on Peer-to-peer and user-led science. Michel Bauwens, Christopher Kelty and Mathieu O'Neil write about different aspects of P2P science. Nevertheless, the three worlds they delve into share the "aggressively active" attitude of the citizens who inhabit them. Those citizens claim to be part of the scientific process, and they use practices as heterogeneous as online peer-production of scientific knowledge, garage biology practiced with a hacker twist, or the crowdsourced creation of an encyclopedia page. All these claims and practices point to a problem in the current distribution of power. The relations between experts and non-experts are challenged by the rise of peer-to-peer science. Furthermore, the horizontal communities which live inside and outside the Net are not frictionless. Within peer-production mechanisms, the balance of power is an important issue which has to be carefully taken into account.

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Fu, Min, Zhiyu Xu, Ning Wang, Xiaoyu Lyu, and Weisheng Xu. "“Peer-to-Peer Plus” Electricity Transaction within Community of Active Energy Agents Regarding Distribution Network Constraints." Energies 13, no. 9 (May 11, 2020): 2408. http://dx.doi.org/10.3390/en13092408.

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This paper proposes the concept “active energy agent (AEA)” to characterize the autonomous and interactive entities of power system. The future distribution network is a peer-to-peer (P2P) community based on numbers of AEAs. A two-stage “P2P Plus” mechanism is developed to address the electricity transaction within AEA community. In the first “P2P” stage, electricity is directly traded among AEAs via P2P price bidding. The model of P2P transaction is established, and the method of multi-dimensional willingness is adopted in price bidding. In the second “Plus” stage, the centralized coordination by distribution company (DisCo) is formulated as a constrained optimization problem, in which the objective is to maximize profit and the constraints are the basic rights of AEAs and line ratings of distribution network. A 30-bus test system including 29 AEAs and main grid is investigated. Numeric simulation results verify the effectiveness of the proposed models and methods regarding flow constraint. Comparative study reveals the economic motivations of AEAs to participate in P2P transaction, the efficiency of combined search, and the benefit of DisCo from pricing control.

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Sofiyanti, Ida, Fitria Primi Astuti, and Heni Setyowati. "Pelatihan Pendidik Sebaya tentang Generasi Berencana (GenRe) di SMP N 24 Kota Semarang." Jurnal Pengabdian Dharma Bakti 3, no. 1 (February 25, 2020): 1. http://dx.doi.org/10.35842/jpdb.v3i1.97.

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The true teenager is the hope of a nation, the country will become strong if it has teenagers who are spiritually intelligent, intellectually and have a strong emotional. As the rapid development of the world makes changes in behavior in adolescents, but these changes are more likely to lead to negative activities rather than positive activities. Problems that often arise are usually related to sexuality issues, such as unwanted pregnancy, abortion, HIV / AIDS, and drug abuse. Adolescents with these behavioral deviations need a treatment and also get information about reproductive health for young women and men, need to organize a good future by leaving unwholesome behavior that can damage the future of adolescents. Going through adolescence far from deviant behavior would certainly be our common concern. Teenagers will not be able to walk on their own without the assistance of parents, the school, home and etc. Realizing this, the Community Service Study Program of the Midwifery Study Program at the Faculty of Health, Ngudi Waluyo University, felt responsible for facilitating adolescents to learn to understand and be able to practice healthy behaviors to become adolescents who had strong hopes for the nation. Community Service is carried out in 5 stages, namely the first phase of selecting active groups of students who are willing to be agents of change for GenRe / willing to be peer educators, the second stage of counseling and training of peer educators. The third stage of mentoring is increasing peer group skills in providing information to peers. Stage four peer educators independently socialize GenRe to peers. The Fifth stage evaluates the delivery of information from peer educators to their peers, explores the usefulness of the existence of peer educators, limitations and new things that arise when becoming a peer educator.Keywords: Generation planning, peer educators

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Porter, Elaine, Sheila M. Neysmith, Marge Reitsma-Street, and Stephanie Baker Collins. "Reciprocal Peer Interviewing." International Review of Qualitative Research 2, no. 2 (August 2009): 291–312. http://dx.doi.org/10.1525/irqr.2009.2.2.291.

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Feminist researchers are acutely aware of the difficulties facing researchers as they try to bridge social locational differences between interviewer and interviewee. What we call reciprocal peer interviewing offers a significant opportunity for interviewees to speak in their own voice and exercise control over the interview process. This paper reports on the application of this method to a study of women's contributions to provisioning within a low-income community. It involves women interviewing each other in dyads after both underwent a brief training session. The celebratory dinner that proceeded the interview session had complementary effects but is not integral to the method. Comparable in some ways to focus group interviews, this method provided space for women to co-construct their experiences in response to the research questions. The qualities of the text produced through this dialogical form of active interviewing are illustrated and evaluated. Also examined are issues of interpretation and representation.

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Ishchenko, Olga, and Olga Verkhovtsova. "Peer Feedback versus Traditional Teaching." JET (Journal of English Teaching) 5, no. 2 (July 19, 2019): 115. http://dx.doi.org/10.33541/jet.v5i2.1065.

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The choice of methods of teaching English depends on the specific features of the subject being taught, certain didactic tasks, student knowledge, specific situations, real means that the teacher has and his experience. The traditional school often represents the teacher as an active unit of learning and the teaching - as an object of learning (passive unit). However, this situation, in the process of learning, can and must change. Especially when the student also becomes an active participant in the learning process and there is targeted cooperation between the teacher and the student. Thanks to the feedback method, there are links between the goal, content and the result of the educational process. The results are observed in the knowledge, skills, attitudes, and skills of students. It helps learners to maximize their potential at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be taken to improve performance. Feedback is part of the overall dialogue or interaction between teacher and learner, not a one-way communication. Feedback can be seen as informal or formal encounters between teachers and students or between peers. The purpose of the article is to summarize the arguments in favor of introducing peer feedback practice for English language classrooms. The discussion is based on the analysis of the most effective forms of feedback with a special focus on peer feedback.

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Bailey, Eleanor, Jo Robinson, Mario Alvarez-Jimenez, Maja Nedeljkovic, Lee Valentine, Sarah Bendall, Simon D'Alfonso, Tamsyn Gilbertson, Ben McKechnie, and Simon Rice. "Moderated Online Social Therapy for Young People With Active Suicidal Ideation: Qualitative Study." Journal of Medical Internet Research 23, no. 4 (April 5, 2021): e24260. http://dx.doi.org/10.2196/24260.

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Background Web-based interventions are a promising approach to support youth at risk of suicide, and those incorporating peer-to-peer social networking may have the added potential to target interpersonal states of perceived burdensomeness and thwarted belongingness. Owing to feasibility and safety concerns, including fear of contagion, this had not been tested until recently. In 2018, we conducted a pilot evaluation to test the feasibility, safety, and acceptability of a Moderated Online Social Therapy intervention, called Affinity, with a sample of young people with active suicidal ideation. Objective The aim of this study is to report qualitative data collected from study participants regarding their experience of the web-based social network and the consequent safety features. Methods Affinity is a closed website incorporating 3 key components: therapeutic content delivered via comics, peer-to-peer social networking, and moderation by peers and clinicians. Semistructured interviews were conducted with 17 young people who participated in the pilot study after 8 weeks of exposure to the intervention. Interview data from 2 young people who did not use Affinity were excluded from the analysis. The interviews were analyzed using thematic analysis, with the frequency of responses characterized using the consensual qualitative research method. The results are reported in accordance with the Consolidated Criteria for Reporting Qualitative Research checklist. Results A total of 4 overarching themes were identified: a safe and supportive environment, the importance of mutual experiences, difficulty engaging and connecting, and the pros and cons of banning discussions about suicide. Interestingly, although Affinity was perceived to be safe and free of judgment, concerns about negative evaluation and triggering others were significant barriers to posting on the social network. Participants generally supported the banning of conversations about suicide, although for some this was perceived to reinforce stigma or was associated with frustration and distress. Conclusions The results not only support the safety and potential therapeutic benefit of the social networking aspect of Affinity but also highlight several implementation challenges. There is a need to carefully balance the need for stringent safety and design features while ensuring that the potential for therapeutic benefit is maximized.

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Kirby, Joanna, Kate A. Levin, and Jo Inchley. "Parental and Peer Influences on Physical Activity Among Scottish Adolescents: A Longitudinal Study." Journal of Physical Activity and Health 8, no. 6 (August 2011): 785–93. http://dx.doi.org/10.1123/jpah.8.6.785.

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Background:This study investigated parental and peer influences on physical activity, examining gender and developmental differences during early-mid adolescence.Methods:A 5-year longitudinal study tracking physical activity (measured by PAQ-C) among adolescents (n = 641) from final year of primary (P7) to fourth year of secondary school (S4). Peer support, peer socializing, parental support, and independent play were assessed. Logistic regression predicted physical activity, by year and gender, in relation to social influences.Results:Boys reported higher physical activity, peer support, paternal support, and independent play than girls. Among both genders, peer, paternal, and maternal support decreased with age, whereas independent play increased. Time with friends was particularly important. Among high socializers (P7), odds of being active were over 3 times those of low socializers [boys: 3.53 (95% CI 1.77, 7.04), girls: 3.27 (95% CI 1.80, 5.92)]. Baseline physical activity was also a strong predictor among early secondary boys (OR 3.90 95% CI 2.10, 7.24) and girls (OR 4.15, 95% CI 2.00, 8.62). Parental support was less important than peer influences; only same-sex parental support remained significant in multivariables models.Conclusions:Parents and peers have important influences on adolescent physical activity. Significant gender and developmental effects are apparent through early-mid adolescence.

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Tafahomi, Rahman. "Learning Activities of the of Students in Peer-Jury Practices in the Architecture Design Studio." Aksara: Jurnal Ilmu Pendidikan Nonformal 7, no. 3 (September 1, 2021): 795. http://dx.doi.org/10.37905/aksara.7.3.795-814.2021.

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<p>The students learn through critical thinking and commenting on the design works of other students. This paper aims to demonstrate the students' learning process in a peer-jury activity through both mind engagement and practical activities in the architecture design studio. The methodology of the research was based on qualitative methods with the application of semi-structured observation, photography, sketching, and graphical analysis techniques. The findings of the analysis reveal that the students participated in the peer-jury activity with five attitudes including passive, reactive, active, interactive, and engaged. The peer-jury groups’ applied four approaches to comment on the peer presenters' design outputs, including the design process, task response, idea of the design, and design outputs. In conclusion, the students learn through peers effectively to enhance their skills and abilities in a structured communication. The students improve critical thinking skills through practice, personalization, and communication. </p>

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Pečjak, Sonja, and Tina Pirc. "School climate in peer bullying: observers' and active participants' perceptions." Psihološka obzorja / Horizons of Psychology 26 (September 28, 2017): 74–82. http://dx.doi.org/10.20419/2017.26.470.

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Armstrong, Mathew, and Tanya McCarthy. "Active Participation in a Sci-Tech Community: Collaborative Peer Review." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 215. http://dx.doi.org/10.37546/jaltpcp2020-27.

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Active participation in learning is a central concept in many higher education institutions in Japan. For science and technology students in particular, learning approaches that promote collaboration, self-regulatory practices, and critical thinking in the L2, are especially encouraged in order to help prepare students for real-life research and/or professional situations. A collaborative learning initiative, iLearn, is introduced in this paper, which aims to help raise awareness of the qualities of good scientific writing and presentations by encouraging critical evaluation of authentic research through peer-review practices. Methodologically, the researchers examined peer-review exchanges of scientific posters and papers and then used content analysis to identify, categorize, and analyze meaningful exchanges. The authors concluded that it is worthwhile to implement collaborative programs that can help sci-tech learners to participate effectively in international and intercultural settings. 日本の多くの高等教育機関において、アクティブラーニングは中心的な概念となっている。とりわけ、科学技術（sci-tech）を専攻する学生にとって、実際の研究や就職後の状況に備えて、L2での協同作業、自己調整の実践、批判的思考を促進する学習アプローチは高く推奨されている。本研究では、査読行為を通して本格的な研究に批判的評価を行うことで、優れた科学的文章やプレゼンテーションの質に対する意識を高めることを目的とした、協同学習の取り組み（iLearn）を紹介する。研究方法としては、科学ポスターや論文の査読を内容分析によって考察し、有益なやり取りの分類を行った。本論は、sci-techの学習者が国際的・異文化的な環境に効果的に参加できるような協同学習プログラムを実施することは有意義であると結論づける。

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Rowland, Sheri A., Marlene Z. Cohen, Carol H. Pullen, Paula S. Schulz, Kris E. Berg, Kevin A. Kupzyk, Bunny J. Pozehl, and Bernice C. Yates. "Vicarious Experience to Affect Physical Activity in Women: A Randomized Control Trial." Western Journal of Nursing Research 42, no. 4 (June 16, 2019): 286–92. http://dx.doi.org/10.1177/0193945919856575.

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People compare themselves to others for self-evaluation, practical information, and motivation for healthy behaviors. The effect of active peer models on comparative thinking is unknown. The purpose of this 12-week, randomized, two-group pilot study was to evaluate the effect of a workplace peer modeling intervention on self-efficacy, motivation, and comparative thinking. The attention control group (ACG; n = 24) received general health information. The intervention group ( n = 26) met with active peer models, received an exercise prescription and information. No significant group by time interaction effects were found. Comparisons on ability (how well am I doing), opinions (what should I think or believe), future self (think about my future), and modeling (be like someone else) all increased in the intervention group ( n = 21) but decreased in the ACG ( n = 22). Active peer models may support physical activity behavior change through specific lines of comparative thinking.

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Sukrajh, Verona, and Adegoke Olusegun Adefolalu. "Peer Teaching in Medical Education: Highlighting the Benefits and Challenges of Its Implementation." European Journal of Education and Pedagogy 2, no. 1 (February 18, 2021): 64–68. http://dx.doi.org/10.24018/ejedu.2021.2.1.52.

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Peer teaching is an educational strategy that embraces active learning, it explores the social dynamics and interactions as well as the communication and interpersonal skills that influence learning. Embedded within peer teaching as an educational strategy are several theories which promote active learning. It is very important to have a good understanding of the various philosophies underpinning the learning process, because of the numerous variables that have to be considered in order to make the implementation of peer teaching a successful exercise in the context of medical education. Based on the outcome of an extensive literature review together with field experience of the authors, the focus of the current paper will be to highlight the benefits and challenges that should be anticipated by medical educators who want to introduce peer teaching into their teaching and learning activities as part of innovation that would enhance active learning among their students.

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Puspasari, Annisa, and Nurul Hudayani. "INCREASING AUTONOMOUS LEARNING THROUGH PEER ASSESSMENT TECHNIQUE." AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE 1, no. 1 (April 17, 2018): 104–17. http://dx.doi.org/10.30743/aicll.v1i1.16.

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Working collaboratively with peers is one of the aspects that define learner autonomy. Peer assessment is a growing solution for writers to get an improvement. It allows students to work socially since they will know strengths and weaknesses of learning. Regarding to previous related studies, peer assessment in writing encourages students to be active and take a part of their own writing progress with their peers. (Ashley Landry, 2014). Furthermore, peer assessment can contribute and trigger student’s autonomous learning. (Kulsirisawad, 2012). It is also viewed as another way of challenging students dependence on the teacher for feedback and guidance in their language learning to emphasize learner autonomy and cooperation to get students involved and learn as much from each other as they can from the teacher (Hamid Ashraf, 2015). In this research, the writer applied peer assessment in Writing I class by considering some beneficial effects over student’s writing proficiency within the autonomous learning context as the Writing I is the beginning writing course in English Department of UIN Ar-Raniry Banda Aceh. The aim of this research to investigate the process of autonomous learning situation through peer assessment in Writing I class and find out the outcome of peer assessment in Writing I class. It was conducted by using experimental research. The population of consisted of 4 classes, consist of 119 students fourth semester. The instrument of collecting data is writing test. Based on the data analysis, the writer found that the score of the experimental class students was higher than the control class students. The analysis of research result shows that peer assessment is an appropriate technique for university students to foster learner autonomy especially in EFL writing class.

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Enriquez, Maithe, An-Lin Cheng, David McKinsey, Rose Farnan, Gerry Ortego, Deana Hayes, LaTrischa Miles, et al. "Peers Keep It Real: Re-engaging Adults in HIV Care." Journal of the International Association of Providers of AIDS Care (JIAPAC) 18 (January 1, 2019): 232595821983885. http://dx.doi.org/10.1177/2325958219838858.

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Background: After diagnosis, a substantial number of people with HIV disease fall out of care. Effective interventions are needed for this priority population. Methods: The “Peers Keep It Real” study aimed to help adults who were disengaged from HIV treatment. Peers, lay individuals living with HIV, facilitated intervention sessions. Participants were randomized to immediately receive the peer-facilitated intervention or were wait-listed. Results: Considerable attrition occurred in the control group. Pre-/postanalyses showed that among participants (n = 23) who received the intervention, 65% had viral load suppression and 100% remained in care at 12 months postintervention. Impact on viral load was significant ( P = .0326), suggesting that peers are effective change agents who positively impacted outcomes for individuals struggling with adherence to HIV treatment. Conclusion: Future endeavors should consider providing all individuals from this priority population with an active peer intervention from the onset to enhance retention and adherence.

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Matz-Costa, Christina, Elizabeth P. Howard, Carmen Castaneda-Sceppa, Antonia Diaz-Valdes Iriarte, and Margie E. Lachman. "Peer-Based Strategies to Support Physical Activity Interventions for Older Adults: A Typology, Conceptual Framework, and Practice Guidelines." Gerontologist 59, no. 6 (August 4, 2018): 1007–16. http://dx.doi.org/10.1093/geront/gny092.

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Abstract Despite the documented and well-publicized health and well-being benefits of regular physical activity (PA), low rates of participation have persisted among American older adults. Peer-based intervention strategies may be an important component of PA interventions, yet there is inconsistent and overlapping terminology and a lack of clear frameworks to provide a general understanding of what peer-based programs are exactly and what they aim to accomplish in the current gerontological, health promotion literature. Therefore, a group of researchers from the Boston Roybal Center for Active Lifestyle Interventions (RALI) collaborated on this paper with the goals to: (a) propose a typology of peer-based intervention strategies for use in the PA promotion literature and a variety of modifiable design characteristics, (b) situate peer-based strategies within a broader conceptual framework, and (c) provide practice guidelines for designing, implementing, and reporting peer-based PA programs with older adults. We advance clarity and a common terminology and highlight key decision points that offer guidance for researchers and practitioners in using peers in their health promotions efforts, and anticipate that it will facilitate appropriate selection, application, and reporting of relevant approaches in future research and implementation work.

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Wyatt, Paul. "Active Learning: From Flipped Lectures to the Covid-19 Era." CHIMIA International Journal for Chemistry 75, no. 1 (February 28, 2021): 14–17. http://dx.doi.org/10.2533/chimia.2021.14.

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The use of flipped lectures and Active Learning has been explored in first year lectures for several years. Learning Catalytics software has been used to facilitate Peer-2-Peer learning in the Active Learning sessions. Several lessons were learned during these sessions which were important as we moved into delivering online material much more comprehensively. Bringing interaction to the lectures that were delivered live (synchronous sessions) was important to staff. Several technical solutions for producing online videos of high quality were brought into broader use. New teaching formats including a 'radio show' have been introduced to ensure that rich interaction with the students is possible with large groups.

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Journal articles on the topic 'Active peer'

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