Thesis (Ph. D.)--Washington State University, December 2007. / Includes bibliographical references (p. 198-231).

<p>Concepts like peer-to-peer networks and distributed computing are not new. They have been available in different forms for a long time. This thesis examines the possibility of merging these concepts. The assumption is that non-centralized peer-to-peer networks can be used for effective sharing of computing resources. While most peer-to-peer systems today concentrate on sharing of data in various forms, this thesis concentrates on sharing of clock cycles instead of files.</p>

Thesis (M. Soc. Sc.)--University of Hong Kong, 2003.

This study is intended to examine the relationship between peer coaching skills and the improvement in instruction among preservice special educators. The study will examine: a) preservice teacher instructional skill before and after coaching, b) the effects of lesson planning activities by the preservice teacher on classroom instruction, and c) coaching methodologies and the use of systematic structured observation instruments during coaching. Qualitative and quantitative analysis of case studies were utilized to ascertain the effect of peer coaching and coaching on a preservice teacher's ability to plan and implement improved instruction to their students. This study is intended to assist the improvement of preservice special education teacher training by enhancing their ability to provide feedback regarding effective instructional skills to their teaching colleagues, and subsequently to improve classroom instruction.

Researchers have consistently shown that as a society, we have failed to protect a large number of Aboriginal children and youths from violence and aggression across multiple contexts. Aboriginal children and youth are at a disproportionate risk of being involved in violent victimization ranging from homicides, family violence, and physical and sexual abuse compared to the rest of Canadian children and youth. However, the extent to which Aboriginal children and youths are involved in bullying remain largely unknown. In the present study, data from a Canadian population-based study was used to examine ethnic and sex differences in children’s and youths’ involvement of different forms of bullying (general, physical, verbal, social). Participants were categorized into three broad ethnic groups: Aboriginal, Caucasian, and ethnic minority. Results indicated that across the forms of bullying, Aboriginal children and youths were more frequently involved than their non Aboriginal peers. Sex differences also emerged, such that, Aboriginal boys were more frequently physically victimized than their non Aboriginal, same sex peers while no ethnic group differences were found for girls. The results highlight the need for an Aboriginal-specific bullying policy and specialized programs and services at school to support this vulnerable group of Canadian school-aged children.

<p>A favourable school atmosphere, in which adolescents behave positively, is one of the greatest concerns for teachers, administrators and parents. Although there are several different pressures leading to adolescent misbehaviour at school, the most contributing factors are peer pressure and the socio-economic status of the school. As adolescents enter the school, the peer group then functions as an important socializing agent for them. As peers socialize within their different school environments, individuals are forced to conform to the practices and opinions of the group. Usually this conformity is unconstructive and clashes with the parents&rsquo / and teachers&rsquo / expectations. The aim of this study was to examine the influence of peer pressure on adolescent misbehaviour in advantaged and disadvantaged&nbsp / schools. A quantitative methodological approach was used to conduct the study. The study was conducted with adolescents aged from&nbsp / 13 to 17 years in both advantaged and disadvantaged secondary (high) schools in Windhoek, Namibia. A sample of 300 participants was randomly stratified across the schools. The Exposure to Peer Pressure Control Scale (Allen &amp / Yen, 2002) and Child Behaviour Checklist&nbsp / questionnaires (Achenbach &amp / Edelbrock, 1987) were used to collect the data. Ethical considerations were carefully considered before and during the research procedure of data collection. The reliability of the instruments was checked by means of a pilot study. The data was analysed by means of the Statistical Package for Social Sciences (SPSS) version 18 to reveal descriptive and inferential statistics. Results showed a significant positive relationship between peer pressure and adolescent misbehaviour in schools. In addition, misbehaviour was also positively predicted in both advantaged and disadvantaged schools, with disadvantaged schools being significantly more influential. When comparing peer pressure and adolescent misbehaviours in both advantaged and disadvantaged schools, adolescents in&nbsp / is advantaged schools engaged significantly more in misbehaviour activities and also responded positively more to peer pressure than their counterparts in advantaged schools. Implications for further research were suggested.</p>

Peer-to-peer (P2P) streaming has recently received much research attention, with successful commercial systems showing its viability in the Internet. Despite the remarkable popularity in real-world systems, the fundamental properties and limitations are not yet well understood from a theoretical perspective, as there exists a significant gap between the fundamental limits and the performance achieved in practice. In this thesis, we seek to provide an in-depth analytical understanding of fundamental properties and limitations of P2P streaming systems, with a particular spotlight on the performance gap. We first identify the major problem in existing streaming protocols and show that this problem accounts for most of the gap separating the actual and optimal performances of the streaming systems. We then propose a remedy based on network coding to address this problem and show that the gap to the fundamental limits can be significantly reduced.

Peer-to-Peer (P2P) systems are emerging as a new form of distributed computing with a strong emphasis on self-organization, decentralization, and autonomy of the participating nodes. The characteristics of self-organization, autonomy, and decentralization allow for highly adaptive, robust, and scalable networks, making P2P an increasingly interesting way to design distributed systems. <p>Since the deployment of P2P systems involves significant resources, e.g., hundreds of hosts and users, it is often not possible to run realistic tests prior to the rollout of the system. Consequently, simulation is the only realistic approach for testing or predicting the behavior of large P2P networks. However, the majority of the existing simulators tend to provide limited flexibility in simulating the details of the users, application, protocol, and physical network. <p>In this research, the impact of user behavior, protocol, and physical network characteristic on the overall P2P system are being observed. The aim is to investigate the importance of simulating P2P systems in such detail.

Peer-to-peer (P2P) streaming has recently received much research attention, with successful commercial systems showing its viability in the Internet. Despite the remarkable popularity in real-world systems, the fundamental properties and limitations are not yet well understood from a theoretical perspective, as there exists a significant gap between the fundamental limits and the performance achieved in practice. In this thesis, we seek to provide an in-depth analytical understanding of fundamental properties and limitations of P2P streaming systems, with a particular spotlight on the performance gap. We first identify the major problem in existing streaming protocols and show that this problem accounts for most of the gap separating the actual and optimal performances of the streaming systems. We then propose a remedy based on network coding to address this problem and show that the gap to the fundamental limits can be significantly reduced.

Researchers have consistently shown that as a society, we have failed to protect a large number of Aboriginal children and youths from violence and aggression across multiple contexts. Aboriginal children and youth are at a disproportionate risk of being involved in violent victimization ranging from homicides, family violence, and physical and sexual abuse compared to the rest of Canadian children and youth. However, the extent to which Aboriginal children and youths are involved in bullying remain largely unknown. In the present study, data from a Canadian population-based study was used to examine ethnic and sex differences in children’s and youths’ involvement of different forms of bullying (general, physical, verbal, social). Participants were categorized into three broad ethnic groups: Aboriginal, Caucasian, and ethnic minority. Results indicated that across the forms of bullying, Aboriginal children and youths were more frequently involved than their non Aboriginal peers. Sex differences also emerged, such that, Aboriginal boys were more frequently physically victimized than their non Aboriginal, same sex peers while no ethnic group differences were found for girls. The results highlight the need for an Aboriginal-specific bullying policy and specialized programs and services at school to support this vulnerable group of Canadian school-aged children.