P2P对等点多播发现定位服务的实现

本文分析了P2P网络中对等点发现报务的定位模型，介绍了P2P对等点多播发现定位服务的实现技术，为P2P网络应用打下了良好的基础。     

P2P技术发展综述

简述了P2P技术发展历程及主要应用方向,分析了P2P技术在发展中存在的主要问题,展望了P2P技术的发展前景。     

分散的P2P网络中信任模型的设计

P2P系统的开放性体系结构在为人们带来方便的同时，也带来了安全隐患。信任机制是保证P2P系统的安全性、可用性的关键。本文分析确定了影响信任度量的6个重要因素，建立了适合分散的纯P2P系统的信任模型，该模型能较准确的评价节点的信任度。     

基于JXTA与纯P2P模式的网络游戏系统的研究

本文设计了基于JXTA纯P2P模式的网络游戏系统的一种方案，并解决了其具体实现的一些关键技术问题。根据纯P2P模式的特征和游戏系统的通信要求，提出并设计了一种基于GAME令牌的网络管理方案，最后分析了该系统的特点。     

SIP协议的研究与应用

本文介绍了会话初始协议（SIP协议）,分析了SIP的系统构成和工作原理,阐述了SIP在软交换和3G移动通信中的应用,对SIP的未来做出了展望。     

P2P技术及其在信息检索中的应用

计算机对等网(Peer-to-Peer networking，P2P)技术是目前网络技术的研究热点。本文从P2P技术的基本原理入手，围绕P2P技术的基本概念、应用范围和存在的问题进行了讨论，并着重阐述了P2P信息检索技术的原理、一般结构以及P2P模式的主要信息检索方式，并介绍了当前主流的P2P信息检索技术的研究方向和发展动态，对其未来的发展趋势和前景进行了展望。     

创建P2P服务和应用的JXTA平台及其关键技术

P2P分布式计算是当今网络技术的热点问题，SUN公司为P2P分布式计算提供了JXTA平台，并且开放源码，用于构建P2P服务和应用。针对P2P的概念和特征分析了JXTA技术的体系结构和核心协议、组件、服务及其安全性等关键技术。     

部署软件网关消除P2P类应用带来的网络瓶颈

本文基于对P2P（点对点）类下栽软件工作机制的分析。提出了一种通过软件网关限制每个主机的连接数的方法。消除P2P类应用消耗过多网络资源而导致的网络瓶颈，并给出了配置实例。     

基于SIP的VoIP安全问题研究

当前,基于SIP的VoIP运用越来越广泛.本文介绍了基于SIP协议的VoIP工作原理,重点分析了基于SIP协议的VoIP所面临的安全威胁,并对可用于SIP协议的各种安全机制进行了研究.     

P2P计算研究现状及展望

本文主要简述了P2P计算概念、发展过程，并介绍了P2P计算当今的研究现状．提出了P2P今后的发展方向。     

P2P网络中BitTorrent系统协议分析

点对点网络（P2P）指网络用户之间可以直接通信的网络结构。P2P使用户可以直接连接其他用户的计算机,而不是像过去那样连接到服务器去浏览和下载。介绍BitTorrent在P2P网络中的作用,对BitTorrent系统中涉及的torrent文件格式、节点与tracker之间的通信协议以及节点之间的通信协议进行分析。     

P2P流媒体系统概述

P2P技术的出现,使低成本的分布式服务成为可能。参与的用户既是服务的消费者,又是服务的提供者,这种特性尤其适合流媒体系统。P2P技术将集中的流媒体服务分散化,从而消除了传统系统的瓶颈,拓展了网络视频业务的应用范围。     

同伴关系与幼儿的自我效能感发展

同伴关系为幼儿的自我效能感发展提供了丰富的信息来源,是影响学前期幼儿自我效能感发展的重要因素;与此同时,幼儿的自我效能感发展又会影响到幼儿同伴关系的确立和同伴之间的活动。     

一种高效的P2P系统

目前非结构P2P系统所采用的两层聚类结构HCPON存在的问题是超级节点仅采用单一的备份节点作为冗余备份,使得系统健壮性的提高很有限。由此提出基于三层聚类结构的高效P2P系统（PTLCA）,根据节点的拓扑优先级等对节点进行分层处理和聚类,同HCPON相比,PTLCA在性能上有显著的提高,能够满足大规模流媒体服务的需求。     

P2P对等网在互联网上的应用和技术探讨

P2P即Peer to Peer,又称为对等连接或对等网络,本文主要阐述了P2P网与互联网在硬件连 接、信息控制技术方面的区别,并给出了一个可实现P2P应用的流程图。     

Peer mediation: citizenship and social inclusion revisited

In sociometric research tradition, popularity is defined as the degree to which children are liked or accepted by their peers. However, research indicates that two definitions of popular students should be distinguished: (1) popular students as those students who are well liked by many and disliked by few peers, and (2) popular students as those students who are described as popular by their peers. The main purpose of the present study was to examine the relationship between sociometric and peer perceived popularity in Slovenian students of different grades of elementary and secondary school. Additionally, the age differences in the relationship between sociometric and peer perceived popularity were examined. Another purpose of the study was to investigate the differential relationships between concepts of popularity and some students' characteristics. The participants were 321 boys and 329 girls who ranged from the 5th grade of elementary school (the mean age 11.04 years) to the 3rd grade of secondary school (the mean age 17.02 years). The results of this study confirm previous findings that peer perceived popularity is a construct that is distinct from sociometric popularity. There are some substantial differences in relations between indices of perceived popularity and sociometric indices between elementary school students and secondary school students—i.e. between early adolescents and middle to late adolescents. It seems that perceived popularity and sociometric popularity are rather similar constructs in elementary school students, whereas in secondary school students they become almost unrelated to each other. Based on these findings, the terminological issues are discussed and some conclusions are made.     

In the eye of the beholder: The relationship between perceived peer language skills,provided peer feedback and peer grading in secondary education

Students involved in peer assessment have interpersonal relationships, partly consisting of reciprocal perceptions. In the domain of argumentative writing, little is known about the way peer assessment is affected by the assessor’s perception of the assessee’s language skills. Dutch 10th grade students (N = 176, age = 15–16) provided feedback and grades on two texts, being under the illusion that the texts had been written by two classmates whom the assessors perceived as a peer with either stronger or weaker language skills than their own (within-subjects design). In reality, students assessed similar texts, created by the researchers. Assessors did not provide different feedback to the two types of assessees. Simultaneously, they provided higher grades to peers perceived to have stronger language skills than their own than to peers perceived to have weaker language skills than their own. Future research should capture assessors’ rationale behind the composition of feedback and grades.     

The impact of two types of peer assessment on students' performance and satisfaction within a Wiki environment

The purpose of this study was to compare the effects of two peer assessment methods on university students' academic writing performance and their satisfaction with peer assessment. This study also examined the validity and reliability of student generated assessment scores. Two hundred and thirty-two predominantly undergraduate students were selected by convenience sampling during the fall semester of 2007. The results indicate that students in the experimental group demonstrated greater improvement in their writing than those in the comparison group, and the findings reveal that students in the experimental group exhibited higher levels of satisfaction with the peer assessment method both in peer assessment structure and peer feedback than those in the comparison group. Additionally, the findings indicate that the validity and reliability of student generated rating scores were extremely high. Using Wiki interactive software and providing an online collaborative learning environment to facilitate peer assessment added value to peer assessment.     

Hybrid ants-like search algorithms for P2P media streaming distribution in ad hoc networks

Media streaming delivery in wireless ad hoc networks is challenging due to the stringent resource restrictions,po-tential high loss rate and the decentralized architecture. To support long and high-quality streams,one viable approach is that a media stream is partitioned into segments,and then the segments are replicated in a network and served in a peer-to-peer(P2P) fashion. However,the searching strategy for segments is one key problem with the approach. This paper proposes a hybrid ants-like search algorithm(HASA) for P2P media streaming distribution in ad hoc networks. It takes the advantages of random walks and ants-like algorithms for searching in unstructured P2P networks,such as low transmitting latency,less jitter times,and low unnecessary traffic. We quantify the performance of our scheme in terms of response time,jitter times,and network messages for media streaming distribution. Simulation results showed that it can effectively improve the search efficiency for P2P media streaming distribution in ad hoc networks.     

Self-regulation of peer feedback quality aspects through different dimensions of experience within prior peer feedback assignments

Although peer review is a widely-used pedagogical technique, its value depends upon the quality of the reviews that students produce, and much research remains to be done to systematically study the nature, causes, and consequences of variation in peer review quality. We propose a new framework that conceptualizes five larger dimensions of peer review quality and then present a study that investigated three specific peer review quality constructs in a large dataset and further explored how these constructs change through different types of self-regulation peer reviewing experiences. Peer review data across multiple assignments were analyzed from 2,092 undergraduate students enrolled in one of three offerings of a biology course at a large public research university in the United States. Peer review quality was measured in terms of comment amount, comment accuracy, and rating accuracy; the measures of reviewing experience focused upon self-regulated learning factors such as practice, feedback, others’ modeling, and relative performance. Meta-correlation (for testing reliability, separability, and stability) and meta-regression (as a time-series analysis for testing the relationship of changes across assignments in reviewing quality with experiences as reviewer and reviewee) are used to establish the robustness of effects and meaningful variation of effects across course offerings and assignments. Results showed that there were three meaningful review quality constructs (i.e., were measured reliably, separable, and semi-stable over time). Further, all three showed changes in response to previous reviewer and reviewee experiences, but only feedback helpfulness, in particular, showed effects of all four examined types of self-regluation experiences (practice, feedback, others’ modeling, and relative performance). The findings suggest that instructors can improve review quality by providing comment prompt scaffolds that lead to longer comments as well as by matching authors with similarly performing reviewers.