This study explored how mental health professionals collaborate with peer supporters with mental disabilities in a community mental health institution.From January 19 to February 23,2021,three 60 min interviews were c...This study explored how mental health professionals collaborate with peer supporters with mental disabilities in a community mental health institution.From January 19 to February 23,2021,three 60 min interviews were conducted with six mental health professionals working at a Korean community center.The results were qualitatively analyzed and divided into four themes and eight categories.The four themes were the perceptions of and challenges in working with peer supporters with mental disabilities,conflict and confusion about working with peer supporters,forming partnerships with peer supporters,and policy support for peer supporters’job security.Participants reported vague anxiety about working with a peer supporter and difficulties with the trial-and-error process of adjusting to the role as challenging.Over time,however,they realized that they needed to make an effort to develop meaningful relationships with peer supporters and mental health professionals.Thus,through this study,we realized that there was a need to improve the system,such as building infrastructure for job stability for peer support workers and capacity building tailored to the mental disorders.Although peer supporters play various roles while working with mental health professionals,this study showed the possibility of mutual growth through communication and cooperation.These findings will help prepare systems necessary for collaboration between the two teams amidst the increasing institutionalization of peer support for mental disorders.展开更多
Peer feedback is a widely utilized practice in writing classrooms for second languages(L2)that has drawn a lot of attention.While some support the practice because of the clear advantages that peer feedback offers stu...Peer feedback is a widely utilized practice in writing classrooms for second languages(L2)that has drawn a lot of attention.While some support the practice because of the clear advantages that peer feedback offers students,others doubt its efficacy.Comparing various forms of feedback is therefore necessary,as is determining the effects that peer feedback has on students and the variables that might affect how successful peer feedback is.This paper focuses on the usefulness of peer feedback for L2 writing,based on a review of studies on the subject.The findings imply that the functions of peer and teacher feedback are distinct,and that peer feedback is advantageous to both parties,particularly to the supplier.The attitudes and cultural backgrounds of the students are among the other factors that affect how effective peer feedback is.Lastly,some implications for future research and education are presented.展开更多
Objective:The objective of the study was to explore the connection between peer pressure and academic stress among junior high school students.Methods:This descriptive correlational study was conducted to investigate ...Objective:The objective of the study was to explore the connection between peer pressure and academic stress among junior high school students.Methods:This descriptive correlational study was conducted to investigate the link between perceived peer pressure and academic stress.The study involved a total of 525 adolescents,aged 14-19 years,drawn from 6 public junior high schools(PJHS)in Padang,Indonesia,using purposive sampling.Academic stress and perceived peer pressure were assessed using the Educational Stress Scale for Adolescents(ESSA)and the Perceived Peer Pressure Scale(PPPS).Results:The findings indicated significant variations in stress levels among students in different grade levels(7th,8th,and 9th grades)(P<0.05),while there were no noteworthy differences in peer pressure across these grade levels(P>0.05).Additionally,there was a positive correlation observed between perceived peer pressure and academic stress(r=0.14,P<0.05).Furthermore,multiple regression analyses,incorporating demographic variables and perceived peer pressure as independent factors,yielded statistically significant results(adjusted R^(2)=0.082,F=4.33,P<0.001).Notably,peer pressure had a direct impact on academic stress among adolescents,with class level and parents’educational background mediating the relationship between academic stress and adolescent behavioral problems.Conclusions:These findings underscore the importance of addressing both external and internal factors at the individual,family,school,and societal levels to enhance adolescents’psychological resilience and mitigate problem behaviors.展开更多
Recent years have witnessed the rise and popularity of blended teaching for EFL students,yet the lack of face-to-face communication and insufficient interaction lead researchers and educators to explore methods of imp...Recent years have witnessed the rise and popularity of blended teaching for EFL students,yet the lack of face-to-face communication and insufficient interaction lead researchers and educators to explore methods of improving the effectiveness of teaching.Peer feedback,a teaching strategy used to raise the bars by exposing instructions to a new teaching perspective to enhance students’online and offline collaboration,has received the lion’s share of attention in recent studies.On the basis of literature review,class records,and interviews,this paper,in hope of supporting advances in teachers’practice and field researches,examines the possible approaches to effectively implementing the application of peer feedback in blended teaching mode with a special focus on teachers’roles.展开更多
With the increasing trend of globalization and the rapid advancement of information technology,online learning platforms such as Zoom are becoming increasingly influential in the field of education.The focus of this s...With the increasing trend of globalization and the rapid advancement of information technology,online learning platforms such as Zoom are becoming increasingly influential in the field of education.The focus of this study was the online international peer interaction based on the Zoom platform,detailing how such interaction programs are conducted and exploring in depth the specific impacts of this interaction mode on students’comprehensive competencies,global perspectives,and cross-cultural communication skills.This research not only provides new practical references for online learning and international education but also offers new research perspectives and directions for educators and researchers.展开更多
以小世界模型为理论基础,以 Region 为基本逻辑管理单位,按用户需求和共享目的组织 Region。提出了基于 Region 的多层结构 Peer-to-Peer 网络模型和构造规则,给出了 Region 的划分策略和数学模型,证明了模型的正确和合理性;对模型中的...以小世界模型为理论基础,以 Region 为基本逻辑管理单位,按用户需求和共享目的组织 Region。提出了基于 Region 的多层结构 Peer-to-Peer 网络模型和构造规则,给出了 Region 的划分策略和数学模型,证明了模型的正确和合理性;对模型中的层和域、中心节点、普通节点和汇聚点进行了明确的定义,给出了节点加入、离开、中心节点选取策略和算法描述;使定位某种服务的工作量和查询范围从网络中的所有结点数降低到 Region 的节点数,有效地防止了恶意请求引发的洪,网络系统开销为常数。模拟分析表明,该模型可有效解决可扩展性、性能与效率不高问题,且网络规模越大,其综合性能的优越性越明显,因此,模型是合理有效的。展开更多
基金supported by Basic Science Research Program through the National Research Foundation of Korea(NRF),funded by the Ministry of Education(2019R1F1A1A0057735).
文摘This study explored how mental health professionals collaborate with peer supporters with mental disabilities in a community mental health institution.From January 19 to February 23,2021,three 60 min interviews were conducted with six mental health professionals working at a Korean community center.The results were qualitatively analyzed and divided into four themes and eight categories.The four themes were the perceptions of and challenges in working with peer supporters with mental disabilities,conflict and confusion about working with peer supporters,forming partnerships with peer supporters,and policy support for peer supporters’job security.Participants reported vague anxiety about working with a peer supporter and difficulties with the trial-and-error process of adjusting to the role as challenging.Over time,however,they realized that they needed to make an effort to develop meaningful relationships with peer supporters and mental health professionals.Thus,through this study,we realized that there was a need to improve the system,such as building infrastructure for job stability for peer support workers and capacity building tailored to the mental disorders.Although peer supporters play various roles while working with mental health professionals,this study showed the possibility of mutual growth through communication and cooperation.These findings will help prepare systems necessary for collaboration between the two teams amidst the increasing institutionalization of peer support for mental disorders.
文摘Peer feedback is a widely utilized practice in writing classrooms for second languages(L2)that has drawn a lot of attention.While some support the practice because of the clear advantages that peer feedback offers students,others doubt its efficacy.Comparing various forms of feedback is therefore necessary,as is determining the effects that peer feedback has on students and the variables that might affect how successful peer feedback is.This paper focuses on the usefulness of peer feedback for L2 writing,based on a review of studies on the subject.The findings imply that the functions of peer and teacher feedback are distinct,and that peer feedback is advantageous to both parties,particularly to the supplier.The attitudes and cultural backgrounds of the students are among the other factors that affect how effective peer feedback is.Lastly,some implications for future research and education are presented.
基金supported by the Research and Community Service Center Fund of the Universitas Andalas,Padang,Indonesia in Reputable Publication Research Scheme,2022 (No.T/20/UN.16.17/PT.01.03/KO-RPB/2022).
文摘Objective:The objective of the study was to explore the connection between peer pressure and academic stress among junior high school students.Methods:This descriptive correlational study was conducted to investigate the link between perceived peer pressure and academic stress.The study involved a total of 525 adolescents,aged 14-19 years,drawn from 6 public junior high schools(PJHS)in Padang,Indonesia,using purposive sampling.Academic stress and perceived peer pressure were assessed using the Educational Stress Scale for Adolescents(ESSA)and the Perceived Peer Pressure Scale(PPPS).Results:The findings indicated significant variations in stress levels among students in different grade levels(7th,8th,and 9th grades)(P<0.05),while there were no noteworthy differences in peer pressure across these grade levels(P>0.05).Additionally,there was a positive correlation observed between perceived peer pressure and academic stress(r=0.14,P<0.05).Furthermore,multiple regression analyses,incorporating demographic variables and perceived peer pressure as independent factors,yielded statistically significant results(adjusted R^(2)=0.082,F=4.33,P<0.001).Notably,peer pressure had a direct impact on academic stress among adolescents,with class level and parents’educational background mediating the relationship between academic stress and adolescent behavioral problems.Conclusions:These findings underscore the importance of addressing both external and internal factors at the individual,family,school,and societal levels to enhance adolescents’psychological resilience and mitigate problem behaviors.
文摘Recent years have witnessed the rise and popularity of blended teaching for EFL students,yet the lack of face-to-face communication and insufficient interaction lead researchers and educators to explore methods of improving the effectiveness of teaching.Peer feedback,a teaching strategy used to raise the bars by exposing instructions to a new teaching perspective to enhance students’online and offline collaboration,has received the lion’s share of attention in recent studies.On the basis of literature review,class records,and interviews,this paper,in hope of supporting advances in teachers’practice and field researches,examines the possible approaches to effectively implementing the application of peer feedback in blended teaching mode with a special focus on teachers’roles.
基金2023 Shanxi College Students’Innovative Entrepreneurial Training Plan Program“Research on Book Translation Project Management Process”(20231864)。
文摘With the increasing trend of globalization and the rapid advancement of information technology,online learning platforms such as Zoom are becoming increasingly influential in the field of education.The focus of this study was the online international peer interaction based on the Zoom platform,detailing how such interaction programs are conducted and exploring in depth the specific impacts of this interaction mode on students’comprehensive competencies,global perspectives,and cross-cultural communication skills.This research not only provides new practical references for online learning and international education but also offers new research perspectives and directions for educators and researchers.
文摘以小世界模型为理论基础,以 Region 为基本逻辑管理单位,按用户需求和共享目的组织 Region。提出了基于 Region 的多层结构 Peer-to-Peer 网络模型和构造规则,给出了 Region 的划分策略和数学模型,证明了模型的正确和合理性;对模型中的层和域、中心节点、普通节点和汇聚点进行了明确的定义,给出了节点加入、离开、中心节点选取策略和算法描述;使定位某种服务的工作量和查询范围从网络中的所有结点数降低到 Region 的节点数,有效地防止了恶意请求引发的洪,网络系统开销为常数。模拟分析表明,该模型可有效解决可扩展性、性能与效率不高问题,且网络规模越大,其综合性能的优越性越明显,因此,模型是合理有效的。
