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This article explores how the creation of a community of practice among early-career librarians effectively fosters change in academic libraries. The authors distributed a survey to evaluate the needs of untenured faculty librarians at their institution and assess the best approach to address these needs. The results indicated that their library's established model of mentorship between untenured and tenured colleagues left gaps that could be best met through the creation of a peer support group. The authors share the survey results, indicate the implications from these findings, and suggest how librarians at other institutions can implement similar communities of practice. [ABSTRACT FROM AUTHOR]

Recent Delaware Chancery Court decisions that boards are self-interested in setting director compensation have focused scrutiny on the pay-setting process used by corporations. We examine the effect of peer benchmarking on director compensation decisions. Director pay relates positively to peer director pay, and firms paying their directors highly are selected as peers. Moreover, firm performance and board advising performance are positively related to the talent component and are generally unrelated to the self-serving component of the peer pay effect. The evidence indicates that firms use peer benchmarking to justify high compensation mainly to attract talented directors to enhance board quality. [ABSTRACT FROM AUTHOR]

1 In the setting where participants are asked multiple similar possibly subjective multi-choice questions (e.g., Do you like Panda Express? Y/N; Do you like Chick-fil-A? Y/N), a series of peer prediction mechanisms have been designed to incentivize honest reports and some of them achieve dominantly truthfulness: Truth-telling is a dominant strategy and strictly dominates other "non-permutation strategy" with some mild conditions. However, those mechanisms require the participants to perform an infinite number of tasks. When the participants perform a finite number of tasks, these mechanisms only achieve approximated dominant truthfulness. The existence of a dominantly truthful multi-task peer prediction mechanism that only requires a finite number of tasks remains to be an open question that may have a negative result, even with full prior knowledge. This article answers this open question by proposing a family of mechanisms, VMI-Mechanisms, that are dominantly truthful with a finite number of tasks. A special case of this family, DMI-Mechanism, only requires ≥ 2C tasks where C is the number of choices for each question (C=2 for binary-choice questions). The implementation of these mechanisms does not require any prior knowledge (detail-free) and only requires ≥ 2 participants. To the best of our knowledge, any mechanism of the family is the first dominantly truthful peer prediction mechanism that works for a finite number of tasks. The core of these new mechanisms is a new family of information-monotone information measures: volume mutual information (VMI). VMI is based on a simple geometric information measure design method, the volume method. The volume method measures the informativeness of an object by "counting" the number of objects that are less informative than it. In other words, the more objects that the object of interest dominates, the more informative it is considered to be. Finally, in the setting where agents need to invest efforts to obtain their private signals, we show how to select the mechanism to optimally incentivize efforts among a proper set of VMI-Mechanisms. [ABSTRACT FROM AUTHOR]

The purpose of the current research was to examine the interaction of teammate and coach support on athlete burnout and engagement, and determine how type of teammate and coach support links with athlete burnout and engagement. Adolescent athletes (N = 176) completed measures of support, burnout, and engagement. Total teammate and coach support accounted for 14.9%–26.0% and 22.4%–36.7% explained variance across dimensions of burnout and engagement, respectively. No meaningful significant interaction was found. Teammate esteem support predicted reduced accomplishment, devaluation, confidence, and vigor (β = −0.31, −0.36, 0.28, and 0.28), while emotional and tangible support predicted dedication (β = 0.29 and 0.20) and enthusiasm (β = 0.30 and 0.22). Coach esteem support predicted reduced accomplishment (β = −0.59) and devaluation (β = −0.27). Findings suggest that support from one key agent can enhance youth athlete well-being, but types of support provided by agents differ in salience. [ABSTRACT FROM AUTHOR]

This document, titled "A Quick Guide for Becoming a Better Peer Reviewer," provides tips and recommendations for individuals who have been invited to peer review an article. The authors emphasize the importance of checking the legitimacy of the journal, considering potential conflicts of interest, and evaluating the match between one's expertise and the topic of the article. They also discuss the significance, innovation, and relevance of the paper, as well as the importance of research and publication ethics. The authors provide guidance on writing the reviewer's report, including being kind, constructive, and polite, and being clear and specific in providing feedback. They caution against imposing one's own point of view and disclose recommendations to the authors. The authors conclude by highlighting the importance of mentoring and supporting the next generation of peer reviewers to improve the overall quality of peer reviews and the experience of authors and readers in physical activity research. [Extracted from the article]

A widely held belief among laypeople and psychologists suggests that self-esteem and relational aggression (i.e., perpetration and victimization) are associated over time. The present study examines the bidirectional associations between self-esteem and relational aggression across 6 years, using two types of longitudinal models (latent cross-lagged panel models and latent random intercepts cross-lagged panel models) to separate between- and within-person effects. Six hundred and seventy-four Mexican-origin youth reported their global and domain-specific self-esteem and relational aggression (perpetration and victimization) in the fifth, seventh, ninth, and eleventh grades. Our findings suggest that: (a) being a perpetrator is prospectively associated with later lower opposite-sex relationships self-esteem at the between-person level, (b) lower self-esteem in the domain of honesty-trustworthiness is prospectively associated with becoming a perpetrator and a victim at the within- and between-person level, (c) lower global self-esteem is prospectively associated with higher victimization at the between-person level, and (d) being victimized is not prospectively associated with later global or domain-specific self-esteem, at neither the within- nor the between-person level. The present study provides little evidence for the widely held belief about the bidirectional associations between self-esteem and relational aggression across time but demonstrates the complexity of these associations on the between- and within-person level.

There was a burst of creative social scientific investigation into hypermasculine male athletes' violence against women in the 1980s and 1990s, but this interest has seemed to have dried up. Furthermore, the extant literature on this problem is for the most part atheoretical and devoid of sociological ways of knowing. Thus, the main goal of this paper is to highlight the value of applying a modified male peer support theory of male-to-female violence to explain the linkage between playing professional hockey and online and offline variants of woman abuse. [ABSTRACT FROM AUTHOR]

Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There are a significant number of toddlers participating in early childcare (ECE) services in New Zealand. At the same time, there is a dearth of research examining these toddlers during their first ECE experiences. The extant literature has predominantly focused on adult–child relationships rather than toddlers’ experiences with their peers. A qualitative inquiry was undertaken wherein video footage and observations were recorded of two toddlers transitioning into an ECE setting; with their interactions with peers being observed especially. The children’s teacher was also interviewed. The findings were interpreted through a symbolic interactionist lens and themes were coded iteratively. The findings showed that the two transitioning children were motivated to participate in peer-related activities by using specific strategies such as passing toys, being close, and making physical contact. However, at times the peer group resisted these two newcomers and their ‘initial entry’ into the group. Despite this, the transitioning children demonstrated strong resilience and perseverance. This study shed light on the power of peer affiliation. It reminds educators that peer affiliation is as important as adult–child relationship and it should be reflected in the teaching curriculum in particular for those who transition from home to group care for the first time. [ABSTRACT FROM AUTHOR]

ABSTRACT Despite significant improvements, women are still underrepresented at high levels in academia. Most research on these inequalities is conducted within a specific national academic system, without taking into account its cultural roots. The aim of the present study was to analyze the extent to which the cultural context acts as a barrier on women's career progression. Specifically, we focused on psychological processes described under the metaphor of Queen Bee Phenomenon that may reflect the ways in which female academics conform to male‐gender roles encoded in androcentric social and academic culture. Two samples of women academic, one French (N = 73), the other Brazilian (N = 88), were compared through the lens of two dimension of the Queen Bee Phenomena: self‐group distancing and gender hierarchy legitimation. Brazilian women identify more with their female peer group than their French counterparts. French women are more hostile to quotas and more inclined to adhere to meritocratic discourses than their Brazilian counterparts. Both academic contexts tend to perpetuate gender inequalities, but in different ways: by maintaining gender‐stereotypical expectations in Brazil and meritocratic ideology in France. The implications for policies to promote a more egalitarian university context are discussed herein. [ABSTRACT FROM AUTHOR]

Introduction: Socio-emotional security and particularly secure attachment relationships with parents and peers have been associated with positive developmental outcomes, including school-related variables. This systematic literature review aims to provide a comprehensive analysis of the literature, exploring the relationship between socio-emotional security (attachment, support, and secure relations with parents and peers) and academic achievement, school engagement, and early school dropout. ASA-thods: The inclusion criteria were studies with socio-emotional security as the independent variable and academic achievement and/or school engagement as the dependent variable, using a quantitative methodology, written in English. The exclusion criteria were articles presenting literature review or meta-analysis, interventions or instrument validation studies, studies with a qualitative approach, studies developed in an e-learning context, studies with university students, and/or focused on schooling in extreme conditions (e.g., COVID-19). PRISMA guidelines were followed, through a search that resulted in the identification of 38 empirical quantitative studies, published between 2018 and 2022, in English. Results and discussion: The results revealed that parent and peer relationships impact students' academic achievement and school engagement, as expected, and highlighted the relevance of parental and peer relationships for school-related outcomes. Future research should consider the role of potential mediators and moderators in the relationship between socio-emotional security and school outcomes. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective Methods Results Conclusions We aim (1) to examine secular trends in height, weight, and waist circumference (WC) among Peruvian children and adolescents living in the city of Junín and (2) to compare their growth status with the World Health Organization (WHO) and US Centers for Disease Control and Prevention (CDC) reference data.The sample included 2874 Peruvians (n = 1681 in the 2009 cohort and n = 1193 in the 2019 cohort) aged 6–16 years from the district of Junín (4107 m of altitude). Height, weight, and WC were measured using standardized protocols. Within each sex, a two‐way between‐subjects analysis of variance—age, and cohort as main factors and age‐by‐cohort as the interaction—was used to test for differences in height, weight, and WC. STATA 17 software was used in all statistical analyses.Height revealed a positive secular trend among girls, aged 6–11 years, and among boys up to 14 years of age. Similar positive secular trends in weight and WC were found across all age groups in both boys and girls. Compared to North American peers, children in the 2009 cohort were shorter, lighter, and had a smaller WC. For weight and WC, the 2019 cohort overlapped the 50th percentile across all age groups (except for 16‐year‐old girls).Both boys' and girls' height, weight, and WC showed positive secular trends between 2009 and 2019, with statistically significant differences varying across age groups. Peruvian youth of both sexes were shorter and lighter than their North American peers. [ABSTRACT FROM AUTHOR]

We report on an intervention targeted to enhance the amount of time students spend on independent study, exploring the influence of peers and lecturers. Participants reflected on the independent study time spent on their past assessment before receiving clear time allocation advice from a lecturer or a peer, or no communication (control). Participants then reported on the time they planned to spend on their next assessment, as well as completing measures of self-esteem, academic self-efficacy and willingness to engage with study skills development. Results revealed that participants planned to spend more time on their next assignment, compared to their last, across all experimental conditions (peer, lecturer, and control). Participants in the lecturer advice condition reported greater self-esteem and academic self-efficacy compared to participants in the peer advice condition. We consider the importance of student self-reflection on increasing intended independent study and the importance of lecturer advice for enhancing student self-esteem and self-efficacy. [ABSTRACT FROM AUTHOR]

Background: The number of adolescents reporting that they are stressed has more than doubled among both boys and girls. Most focus is given to girls because they typically not only report higher levels of stress but also feel stressed more frequently than boys do. However, studies have confirmed that boys' experience of stressors is the same, implying that genders are equally prone to experiencing stress. Although male and female adolescents appear to experience stress in a similar way, how they cope with these stressors might differ. This study focused on boys' experiences of stress and how they cope with it. Method: Eight focus groups were conducted with 39 adolescent boys aged 12–19 years enrolled in four schools in southern Sweden. The data was analysed inductively with conventional content analysis. Results: The analysis resulted in three categories: Stress perception – time as a key factor, Identifying stressors and levels of stress, and Silent struggles and distractions. The boys had experienced considerable stress in their lives, despite their limited understanding of the concept. Their coping skills focused on engaging in sports or distracting themselves from stressors while relying less on social support from peers, school staff, or family. Conclusions: Adolescent boys might need assistance in identifying stress and clearly voicing their specific concerns. They should also be provided with spaces that are free from stigmatization and judgement. Parents, teachers, and school nurses should be equipped with the appropriate tools and education on how to discuss stress and mental health in general with adolescent boys to prevent possible negative long-term consequences for both their physical and mental health. [ABSTRACT FROM AUTHOR]

The relationship between peer support and academic engagement has been widely explored. However, scarce research examined this relationship for college students, and little was known about the underlying mechanism under this relationship. This study aimed to examine the effect of peer support on academic via the mediation of academic motivation and the moderator of academic anxiety. This model was examined among 4581 Chinese college students (mean age = 20.22, SD = 0.92) who completed the measurement of peer support, academic motivation, academic engagement and academic anxiety. The results revealed that for Chinese college students, peer support significantly positively predicted academic engagement (r = .755, p < .001) and academic motivation could mediate the relationship between peer support and academic engagement (β = .036, 95% CI [0.493, 0.638]). Moreover, as a moderator, academic anxiety weakened the correlation between peer support and academic motivation (β = −.048 95% CI [−0.062, −0.033]). The current research highlights the mechanisms underlying the relationship between peer support and academic engagement, which played a vital role in facilitating college students' academic engagement. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Design Method Results Conclusion Implications for the Profession Impact Reporting Method Patient or Public Contribution To explore the lived experience of donors and recipients involved in peer‐to‐peer human milk donation.An exploratory descriptive qualitative study.Semi‐structured interviews were conducted between November 2022 and April 2023. A total of 50 women consisting of 34 donors and 16 recipients were recruited using purposive sampling from specific social media groups in Hong Kong that focus on breast milk donation and sharing. Data were analysed based on thematic analysis.Five key themes were identified in this study: Motivation; Milk sharing as a social act; Not a Norm; Recommendation to formal milk banks; and Formal donation as the preferred route.The findings indicate informal milk sharing is seen as an inferior alternative to formal milk donation systems. The establishment of formal milk banks is viewed as a way to address the shortcomings of informal sharing.The findings have implications for the healthcare field, particularly in improving the experiences of those involved in informal milk sharing. The insights gained from the experiences of informal milk sharers can directly inform and enhance the services provided by formal milk banks.Given the growing prevalence of online informal milk sharing, healthcare professionals should enhance their understanding of this practice. However, the practice has remained understudied, particularly in Asian region. This study brings together the experiences of both milk donors and recipients, providing a comprehensive view on the phenomenon.The Standards for Reporting Qualitative Research (SRQR).No patient or public contribution. [ABSTRACT FROM AUTHOR]

The current study addressed the extent to which Chinese children rely on situational characteristics to reason about the causes of valenced behavior (i.e., positive or negative). Specifically, one hundred fifteen 4‐ to 7‐year‐olds from Hangzhou, China, were asked to attribute a character's behavior toward a peer to either that character's traits (e.g., “nice”) or the situation (e.g., being tired and being happy). Across ages, children made trait attributions for both positive and negative behavior but were least likely to do so when information about the character's emotions was available, particularly in congruent valence conditions. In addition, children made an intentionality judgment about whether the character's behavior was accidental or intentional. Overall, children judged positive behavior as intentional but were unsystematic in their judgments of negative behavior. These findings highlight cross‐cultural similarities in children's personal perception and suggest connections between trait and mental state reasoning that may inform strategies for peer relationships. [ABSTRACT FROM AUTHOR]

Despite the prevalence of large-group living across the animal kingdom, no studies have examined the neural mechanisms that make group living possible. Spiny mice, Acomys , have evolved to live in large groups and exhibit a preference to affiliate with large over small groups. Here, we determine the neural circuitry that facilitates the drive to affiliate with large groups. We first identify an anterior cingulate cortex (ACC) to lateral septum (LS) circuit that is more responsive to large than small groups of novel same-sex peers. Using chemogenetics, we then demonstrate that this circuit is necessary for both male and female group investigation preferences but only males' preference to affiliate with larger peer groups. Furthermore, inhibition of the ACC-LS circuit specifically impairs social, but not nonsocial, affiliative grouping preferences. These findings reveal a key circuit for the regulation of mammalian peer group affiliation. • Spiny mice, but not C57BL/6J mice, exhibit affiliative-peer-group preferences • The ACC-LS circuit is necessary for group investigation preferences in spiny mice • Inhibition of the ACC-LS reverses affiliative group preferences in male spiny mice • The ACC-LS circuit does not modulate nonsocial group size preferences in spiny mice Fricker et al. demonstrate that the ACC-LS circuit is necessary for peer group size preferences in communally breeding male and female spiny mice. These findings show that the ACC-LS circuit is an integral mediator of peer group affiliation responses that are likely critical for the formation and possibly the cohesion of complex mammalian societies. [ABSTRACT FROM AUTHOR]

There is an increasing number of autistic students being educated alongside their neurotypical peers. However, placing a student in the general education setting is not sufficient for meaningful inclusion. Historically, autistic students have had fewer friendships, been less accepted, and experienced stigmatization. Interventions to increase peer attitudes toward autism have emerged as a method for creating more inclusive environments. The purpose of this literature review was to describe the interventions to improve peer attitudes toward autism, review the quality of the research, and determine the effectiveness of interventions. Specifically, this review aimed to answer the following questions: (1) what are participant characteristics and components of interventions designed to improve attitudes toward autistic individuals? (2) What is the methodological quality of interventions designed to improve attitudes toward autistic individuals, as measured by Council for Exceptional Children standards for evidence-based practices in special education (2014) criteria? (3) What is the effectiveness of interventions to improve attitudes toward autistic individuals? A total of 13 studies were located through a systematic search. Included studies were coded for study characteristics, participant characteristics, intervention, and outcomes. Across the studies, there were a total of 2097 participants. All studies included contact (either direct, indirect, or peer-mediation) and most included an education component (k = 10). Findings indicated that interventions are effective at improving attitudes toward autism, but further research is required to determine their overall impact. [ABSTRACT FROM AUTHOR]

Increasingly, US community mental health settings are integrating professional near-age youth peer support providers to improve youth service engagement and outcomes. Youth peer specialists (YPS) use their lived and living experiences with a mental health diagnosis to validate, empathize, and provide individualized support, while also improving their program's overall responsiveness to young people's needs. Although promising, these roles tend to lack clarity—responsibilities vary immensely, and turnover is high. Examining near-age youth peer on-the-job experiences is needed to design effective on-the-job supports. Using community-based participatory action research methods, young adults with lived experience worked in partnership with a PhD-level qualitative researcher to design, recruit, conduct, and analyze in-depth-interviews with current and former near-age youth peer providers. Ten young adult peer mentors in Massachusetts completed interviews that revealed near-age youth peer role relational complexity. Five relational aspects were identified requiring relational practice skills and self-awareness, including relationships with (1) self, (2) clients, (3) supervisors, (4) non-peer colleagues, and (5) other near-age peer providers. Near-age peers experience relationship-related struggles with non-peer identified colleagues who do not understand nor value the near-age peer role. Findings expand on current near-age peer practice and associated on-the-job challenges. Training, supervision, and professional development activities that target these five relational areas may improve YPS on-the-job wellbeing, decrease YPS turnover, and improve youth client outcomes. [ABSTRACT FROM AUTHOR]

To improve the performance of Peer-to-Peer (P2P) networks and reduce energy consumption while minimizing "free-riding" behavior, a queuing model is utilized to abstract dynamic changes of peers in hybrid P2P networks. Requesting peers are categorized differently and a discrete-time Geo/Geo/1 + 1 queuing model is established with simultaneous multiple working vacations, waiting threshold N, and two types of servers with different service rates. The steady-state distribution of the system is obtained by using the matrix-geometric solution method, and performance measures such as average queue length, average delay, and total energy consumption of the two types of requesting peers are calculated. Numerical experiments are conducted to analyze the effects of different parameters on the performance measures. Finally, the optimal strategies and Nash equilibrium points of requesting peers are studied, which provide a theoretical basis to suppress "free-riding" behavior. [ABSTRACT FROM AUTHOR]

The literature linking adulthood criminality to cumulative disadvantage and early school misbehavior demonstrates that understanding the mechanisms underlying student behavior and the responses of teachers and administrators is crucial in comprehending racial/ethnic disparities in actual or perceived school misbehavior. We use data on 19,160 ninth graders from the nationally representative High School Longitudinal Study of 2009 to show that boys' and girls' negative achievement and negative experiences with teachers relate more closely to school misbehavior than the contextual measures (e.g., negative peer climate, proportion Black) that have often been emphasized as most salient for misbehavior. Differences in negative achievement and experiences completely explain Black boys', Latinx boys', and Black girls' heightened levels of school misbehavior relative to White youth, and Asian boys' and girls' lower levels of school misbehavior. In contrast, differences in negative achievement and experiences only partially explain Latinx girls' higher levels of school misbehavior relative to White girls. [ABSTRACT FROM AUTHOR]

Achievement goals are associated with varied students' outcomes, such as academic achievement and well-being. Exploring factors shaping adolescents' achievement goals, such as perceptions of significant others' goals, may benefit efforts to advance positive student outcomes. Prior research focuses on perceived teacher goals and considerably less on perceived peer goals. Even rarer are studies of variation in teachers' and peers' achievement goals over time. High-school students (N = 588; 53% female) completed questionnaires regarding their achievement goals and perceived teacher and peer goals, twice, six months apart. Cross-lagged analyses indicated that perceived teachers' mastery goals predicted increased student mastery goals and perceived teachers' performance goals predicted decreased student mastery goals. Perceived peer mastery goals predicted decreased performance goals and perceived peers' performance goals predicted increased students' performance goals. Half-longitudinal mediation analyses revealed that perceived peer mastery goals mediated the relationship between perceived peer performance goals and achievement goals. Results demonstrate that teacher and peer perceived goals predict changes in students' achievement goals differently. Awareness of class motivational dynamics and adaptation of classroom practice to encourage a group climate of peer mastery goals among students, alongside emphasizing mastery goals for individual students, will likely help promote beneficial achievement goals in students. [ABSTRACT FROM AUTHOR]

Asian international students continue to suffer from sexually harassing behaviors on college campuses. However, there has been little to no reporting of the incidents that cause their distress. Drawing on narratives of Asian international students in a predominantly white institution, the current study examines the barriers that these students face while reporting a case formally to the institutional representatives. The findings suggest that the severity of the case, lack of departmental support, fear of retaliation and peer relationship are among the major factors that hinder them from making a formal report. Implications of this study lie in informing the institutional policies and departmental practices to design more inclusive environment for the international students. [ABSTRACT FROM AUTHOR]

While intergroup contacts and social norms both have important roles in regulating intergroup relations, their effects on intergroup outcomes have mostly been examined independently from each other. The purpose of this longitudinal study was to explore the role of perceived ingroup norms about intergroup contact in the relationships between both direct and extended intergroup friendships and positive and negative outgroup orientations. To provide a more comprehensive normative perspective of intergroup contact, we tested for both cross-sectional and longitudinal, as well as moderation and mediation effects of perceived peer, parental, and school contact norms. The research was carried out in two waves on a sample of 1,128 majority and minority adolescents from four multiethnic communities in the Republic of Croatia. The results indicated that all three types of perceived ingroup contact norms exclusively mediate the cross-sectional, but not longitudinal, relationships between both forms of friendships and positive and negative outgroup orientations, highlighting the importance and consistency of perceived parental and school normative influences. [ABSTRACT FROM AUTHOR]

The work environment among child welfare workers (CWW) has often been described as intensive and complex, filled with uncountable negative experiences for CWW. Several authors have also pointed out that measures should be in place to curb these negative workplace experiences. Since most recent publications within the field points to the impact of psychosocial risks on the health and well‐being on CWW, the current scoping review explored the literature to investigate existing intervention studies and provide recommendations for future research. We employed the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis extension for scoping Reviews (PRISMA‐ScR) checklist as a guide for reporting findings. The authors explored five databases and identified a total of nine primary studies investigating health and well‐being intervention among CWW in the review. Based on the intervention focuses of the included studies, three overarching thematic categories were constructed: design team‐based interventions, colleagues/peer interventions, and individual‐centered interventions. Findings showed that more health and well‐being intervention research tailored to the needs of CWW is needed within the field. [ABSTRACT FROM AUTHOR]

Theory and empirical evidence suggest short-termism endangers long-term corporate performance and economic growth. However, little is known about whether and how short-termism impacts the environment and society. Exploiting competitors' idiosyncratic stock performance as an exogenous short-term peer return variation, we document that firms adjust their green innovation productivity downwards in response to higher short-term peer returns. We also document that higher peer short-term performance provides strong incentives for short-termism as firms strategically cut their R&D and SG&A expenditure to boost their short-term performance. Overall, our study documents the negative externalities that near-term returns can impose on competitors' investment decisions. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Accessing peer support can be difficult for people with, or carers of people with, inherited intellectual disabilities. One way to improve access is to provide services online, yet few studies have explored people's experiences with online peer support programmes. We aimed to explore experiences with such programmes for communities affected by fragile X‐associated conditions.Qualitative study involving individual semi‐structured interviews with 16 people with, or carers of people with, a fragile X‐associated condition (n = 4 adult premutation carriers; n = 12 parents/carers of children/adults), who participated in at least one of three online peer support programmes: educational webinars, Facebook discussion group and small peer group sessions via Zoom. Reflexive thematic analysis was used to develop themes.Three overarching themes relating to experiences were as follows: (1) uncertainty and value of shared experiences, (2) support navigating healthcare, (3) advantages being online, but still a place for in‐person events. Educational webinars were perceived to be a valuable source of information about fragile X‐associated conditions although people had variable information needs. Facebook discussion groups enabled people to connect with others, although participants expressed some competing preferences for how the groups were organised. Zoom peer group sessions were perceived to help participants feel supported by others, but that consistency in organisation was important.Online peer support programmes were perceived to be beneficial, bridging informational gaps and facilitating social connection. However, participants believed there was still a place for in‐person events, some felt educational webinars did not always meet their needs and some had privacy concerns. [ABSTRACT FROM AUTHOR]

Boltzmann's work, "Ueber die sogenannte H-Curve," discusses his demonstration of the essential characteristics of the H-curve in a clear, concise, and precise style, showcasing his efforts to persuade his peers. To make these findings more widely accessible, the author aims to provide a translated version of the original article, while also correcting some typographical errors in the mathematical expressions with explanatory footnotes. The final section offers concluding remarks with graphs and relevant references for interested readers. [ABSTRACT FROM AUTHOR]

This paper examined British children's (8‐ to 10‐year‐olds) and adolescents' (13‐ to 15‐year‐olds, N = 340; Female N = 171, 50.3%) expectations, evaluations and reasoning about a bystander peer who challenges the social exclusion of an immigrant or non‐immigrant peer by a peer group of non‐immigrant students. Participants read a hypothetical scenario in which a peer was excluded from an afterschool club by the peer group. The scenarios were either intergroup or intragroup contexts. Participants' expectations of a peer bystander challenging the social exclusion by the peer group, their perception of how the peer group would evaluate the challenger, and their reasoning around their expectations were measured. Adolescents were less likely to expect a peer bystander to challenge exclusion compared to children. Participants' perceptions of how the group would evaluate the challenger were significantly lower in intergroup compared to intragroup contexts. In intergroup contexts, adolescents with low expectations of challenging favoured group dynamics and group repercussions reasoning over moral reasoning, while children did not use group repercussions reasoning. [ABSTRACT FROM AUTHOR]

Background: Alternative education provision such as Pupil Referral Units support young people who have been excluded from mainstream school settings and often from disadvantaged backgrounds. However, there is limited research to date exploring educators' perceptions of the complex needs of young people in PRUs, and the extent to which PRUs as currently configured can meet such needs. Methods: Between March 2019 and October 2020 twenty-two participants holding various educational roles from five different Pupil Referral Units across London and Southeast England were interviewed. The interviews aimed to explore the participants' experiences of working with students in PRU's and examine some of the challenges that they might encounter. Semi-structured interviews were analysed using Reflexive thematic analysis. Results: The three identified themes and their sub-themes highlighted the complex needs of these young people and identified significant barriers to effective service provision. The first theme 'Complexities of PRU population' highlighted the challenges that young people in PRUs face and perceived systemic short falls in addressing such complexity. The second theme 'Challenges of the PRU environment' highlights the frustrations that educators experience when it comes to providing adequate support to young people in PRU's, the absence of agency support, and the uncertainty that these educational settings can bring. The third theme 'Peer Group Influences' highlights the impact of peer groups from beyond the classroom on engagement within the classroom. Conclusions: Despite the clear complex needs of young people in PRUs, staff reported feeling ill-equipped to support these individuals and lacked access to effective inter-agency support. Participants reported that pupils' mental health difficulties were exacerbated by exclusion and reintegration practices, an over-zealous focus on educational outcomes and the impact of gang influences on their school lives. Implications include more specific mental health training for staff working in PRU's, improved inter-agency working and the incorporation of trauma-informed approaches in educational practice. [ABSTRACT FROM AUTHOR]

This study examined children's self‐assessment of their prosociality, relative to average peers, in situations where the recipient is described as “needy” versus “not needy” (at a school of average socioeconomic level in south Israel; N = 158; aged 6–12 years; 51% males, December–May 2021). The results show that older children exhibited the better‐than‐average (BTA) effect by seeing themselves as more generous than peers. In contrast, younger children displayed the worse‐than‐average effect by expecting peers to be more generous than themselves. However, both effects were attenuated (ηp2$$ {\eta}_{\mathrm{p}}^2 $$ = .16) when the recipient was described as “needy,” leading to higher expectations of sharing from oneself and others. This implies that besides children's motivational tendency to self‐evaluate as BTA, they also base their evaluations on actual environmental cues. [ABSTRACT FROM AUTHOR]

This article focuses on the friendships that young refugees make in Germany as their country of arrival. Although friends are highly relevant in children's lives, little attention has been paid to this subject regarding young refugees. We conducted ego‐network interviews with 17 young refugees aged 9–15, with which we explored the opportunity structures in which young refugees choose their friends and their ways of establishing and deepening friendships, as well as the limitations thereof. Core dimensions of friendship, as proposed by Shmuel Eisenstadt, are used as sensitizing concepts: voluntariness, moral quality, unconditionality, trust, deep meaning/brittleness, and ambivalence. By reinterpreting them through an interactionist lens, the analysis reveals the complex work young refugees invest into making friends and establishing themselves in the social world of their school and peer groups. [ABSTRACT FROM AUTHOR]

Loneliness is a perceived discrepancy between desired and experienced social relationships that may arise from lack of intimate attachment to another person (e.g., friend) or lack of involvement in larger networks (e.g., peer groups). This study assessed how multiple aspects of friendship and peer group involvement were associated with Indonesian adolescents’ self‐reported loneliness. Participants were 754 twelfth‐grade Indonesian students (413 girls, Mage = 16.5 years). Reciprocated friendships were calculated from within‐grade nominations and both dyadic members rated the quality of their friendship. Peer groups were generated from Social Cognitive Mapping (SCM) and within‐group centrality and group visibility were determined using SCM. Group popularity was derived using peer nominations. A Structural Equation Model revealed that multiple aspects of friendship and group involvement, except for friend‐rated friendship quality, were concurrently associated with loneliness. An interaction between within‐group centrality and group popularity was found for boys, suggesting that being central in a group may be more important for boys in low‐status than those in high‐status groups. The results revealed that quantity and quality of friendship as well as position in the peer group and status of the peer group were associated with loneliness. The comparable associations of loneliness with aspects of friendship and group involvement may be a function of Indonesian culture in which both group involvement and friendships are valued. [ABSTRACT FROM AUTHOR]

Summary: Mobile networks have advanced in many fields to share information with others. But finding the required resources for each user to share the data is a complex task because of the moving environment. So, the present research article has introduced a novel Chimp‐based Random Forest Peer Identification Framework (CbRFPIF) in the mobile environment. Initially, the required nodes were designed dynamically in the moving background. Hence, the designed wireless moving environment has included sender, peer, and receiver nodes. Moreover, the Chimp fitness model predicted the users' requested resources in the primary stage, then the nearest peer and the user locations were predicted. Consequently, the requested resource by users was distributed to the particular closest peers, and the peer forwarded the data to the specific users. Finally, the planned model is simulated in the NS2 environment, and the communication parameters were calculated and compared with other associated models, which gained the highest throughput and search rate. [ABSTRACT FROM AUTHOR]

Introduction The purpose of this paper is to examine a scalable secure firearm storage intervention in the U.S. National Guard (NG) in preventing firearm injury and suicide. A study among firearm-owning members of the Mississippi NG testing Project Safe Guard (PSG), a 10 to 15 min lethal means counseling intervention, found that PSG increased self-reported secure firearm storage practices. Here, we sought to examine a "real world" rollout of a modified PSG program in the NG in which NG members were trained to understand the importance of lethal means safety and to deliver PSG to Guardsmen peers within their units. Materials and Methods The PSG team collaborated with the NG to identify 4 states for the rollout; for each state, the NG was responsible for identifying key personnel ("facilitators") who would receive the training. Team members provided in-person training at 5 locations across 4 states (AZ, GA, IA, and NV) from January to April 2023. Attendees were provided with combination trigger locks or cable locks and evaluation instructions. Questionnaires were administered to training attendees via REDCap at pre-training and post-training. We conducted descriptive and comparison statistics of questionnaire data. Results A total of 186 facilitators were trained at 5 in-person training locations across 4 states (AZ, GA, IA, and NV) from January to April 2023; data collection concluded in August 2023. There were 137 pre-training responses (74% pre-survey response rate) and 88 post-training responses (64% response rate from those who took the pre-training survey). Findings demonstrate increases in self-reported knowledge, attitudes, and beliefs regarding firearm injury and suicide and a reported desire to store personal firearms more securely. Conclusion The adapted version of PSG shows promise as a relevant and acceptable intervention among Guardsmen to enhance knowledge and attitudes regarding firearm suicide, increase secure firearm storage practices, and normalize conversations about firearm suicide prevention among peers. This intervention seeks to frame firearm suicide prevention within a culture of safety, complementary to the existing prevention methods and training within the NG. [ABSTRACT FROM AUTHOR]

Does Hegel embrace pantheism? He faced accusations from his orthodox peers who adhered to Pantheism, a phrase that was commonly associated with atheism during his day. This study presents a counterargument to the assertion made by several contemporary orthodox contemporaries that Hegel is pantheistic. Hegel can be classified as a semi-pantheist. The manuscript is divided into three distinct sections. In the initial segment, I examine pantheism as posited by Spinoza, the pioneering contemporary pantheist whose contributions exerted a profound influence on other German thinkers, including Hegel. In the subsequent part, an examination of Hegel's pantheism will be conducted through an analysis of the concept of God or the Absolute. In the third section, an analysis is conducted on Hegel's notion of the features of the Absolute, and a comparison is made with Spinoza's God or Nature in order to ascertain if Hegel can be classified as a pantheist. It is believed that Hegel has a dissenting stance towards conventional pantheism, particularly that of Spinoza. Therefore, it can be inferred that Hegel's pantheism differs from Spinoza's. Hegel can be classified as a semi-pantheist. [ABSTRACT FROM AUTHOR]

The organizers of PRiME 2024 are pleased to welcome everyone back to Honolulu for this, the ninth gathering of PRiME! Since 1987, this joint Pacific Rim international meeting of The Electrochemical Society (ECS), The Electrochemical Society of Japan (ECSJ), and The Korean Electrochemical Society (KECS) has been one of the world's preeminent meetings on electrochemical and solid state science. This international conference attracts the most active researchers in academia, government, and industry—professionals and students alike—and provides a forum to share their results and discover the latest research from their peers. [ABSTRACT FROM AUTHOR]

Early psychosocial support for parents/legal guardians who have children with variations of sex characteristics (VSCs) is crucial in helping avoid potentially harmful medical procedures. Psychosocial support, including peer support, can help parents/legal guardians choose the best care path for their child, and it remains important throughout childhood. However, there is a lack of data on the provision of psychosocial support for families with a child who has VSCs. We sought knowledge about the timing and types of psychosocial support, and the level of implementation of psychosocial support amongst health and psychosocial care professionals and peer supporters. A survey was conducted using a purposive sample of healthcare professionals and members of peer support groups across Europe. A total of 301 responses were received and analysed using descriptive and inferential methods. The survey results showed that psychosocial support primarily addresses diagnostic procedures, medical treatment, and medical interventions. Whilst the majority of healthcare professionals aspired to have psychosocial support provided at the point where a diagnosis of VSCs was suspected, this was only reported as current practice by a minority of respondents. Overall, the survey indicates that there is a need for greater implementation of psychosocial support, and more collaboration between healthcare professionals and peer support groups in caring for children with VSCs and their families. [ABSTRACT FROM AUTHOR]

When we encounter a disagreeing interlocutor in the weighty domains of religion, philosophy, and politics, what is the rational response to the disagreement? I argue that the rational response is to proportion the degree to which you give weight to the opinion of a disagreeing interlocutor to the degree to which you and your interlocutor share relevant beliefs. I begin with Richard Fumerton's three conditions under which we can rationally give no weight to the opinions of a disagreeing peer. I argue that his conditions are incomplete; I propose a fourth condition that maintains that disagreeing interlocutors (whether they are peers or not) need not give weight to each other's opinions when the interlocutors do not share rationally held relevant beliefs. By contrast, when rationally held relevant beliefs are shared, rationality demands that we re-evaluate and even moderate or change beliefs in the face of disagreement. I then defend my condition against two objections. First, I argue that the condition does not entail a coherence theory of justification. Second, I consider the charge that my condition recommends operating within an epistemic bubble. [ABSTRACT FROM AUTHOR]

'Taking part' in conversations requires different activities from the interactants depending on the kind of conversation. This article investigates co-constructions in oral peer group discussions of elementary school children from grades 2 to 6 (7–12 years old). Although dissent is the starting point of argumentations, negotiating processes in oral argumentations are often co-constructed by two or more speakers on different levels, including consensual contexts. Co-constructions presuppose that the second speakers recognize structures and expectations based on the turn of the first speaker and that they are able to complete or expand these structures. Therefore, co-constructions can be understood as an indicator for oral skills and as a key site of 'taking part' in small group discussions. The article will discuss two different kinds of co-constructions (morpho-syntactical and argumentative-structural) based on 60 transcripts from a bigger corpus of 180 peer discussions. The analysis will show that these co-constructions can be understood as synchronizations of thinking and acting and to what extent they are an indicator of oral skills and play an important role in cooperative learning settings. The results are relevant in school contexts when it comes to assess oral argumentation of students. For teachers, they are helpful to elicit requirements for children's argumentation skills and to design tasks conducive to learn to argue and develop assessment tools accordingly. [ABSTRACT FROM AUTHOR]

Drug checking services (DCS) allow people who use drugs to submit substances of concern for chemical analysis and then provide results and specialized counselling when needed. DCS intersect risk management, from a public health perspective, with an activist take that provides people who use drugs with agency over their use by helping them detect and avoid unwanted substances. This paper presents data from an exploratory study of people's motivations for using the Boom Festival DCS and the meanings attributed to their interactions with the service. Semi-structured interviews (n = 22; mean age 29 years, range 24–43; 68% cisgender men) were conducted, and an inductive approach was applied informed by Iterative Categorization and reflexive thematic analysis. Participant narratives were organized around three themes: "Drug Checking as a Responsible Practice", "Drug Checking as a Care Practice," and "Drug Checking as a (Mis)trust Practice". Through these themes, the analysis focuses on the concepts of risk and the ideals of responsibility, care and trust among people using the DCS. Our findings expand the current literature that demonstrates the usefulness of DCS as an intervention to mitigate individual risks of drug use by demonstrating the more communitarian potential of this type of intervention as a means to expand the social networks of people who use drugs and support a "culture of care" among partygoers. Our participants relied on friends and trusted suppliers to get information about drugs and make informed decisions. Hence, there is a potential for those involved in drug use and supply to actively participate in harm reduction services, particularly DCS, as a way to disseminate information to a broader audience that does not want or cannot access the service. [ABSTRACT FROM AUTHOR]

Adolescents self‐report using different strategies to respond to peer provocation. However, we have a limited understanding of how these responses are behaviorally enacted and perceived by peers. This study examined the extent to which adolescents' self‐reported responses to peer provocation (i.e., aggressive, assertive, and withdrawn) predicted how their vocal enactments of standardized responses to peer provocation were perceived by other adolescents. Three vocal cues relevant to the communication of emotional intent—average pitch, average intensity, and speech rate—were explored as moderators of these associations. Adolescent speakers (n = 39; Mage = 12.67; 66.7% girls) completed a self‐report measure of how they would choose to respond to scenarios involving peer provocation; they also enacted standardized vocal responses to hypothetical peer provocation scenarios. Recordings of speakers' vocal responses were presented to a separate sample of adolescent listeners (n = 129; Mage = 12.12; 52.7% girls) in an online listening task. Speakers who self‐reported greater use of assertive response strategies enacted standardized vocal responses that were rated as significantly friendlier by listeners. Vocal responses enacted with faster speech rates were also rated as significantly friendlier by listeners. Speakers' self‐reported use of aggression and withdrawal was not significantly related to listeners' ratings of their standardized vocal responses. These findings suggest that adolescents may be perceived differently by their peers depending on the way in which their response is enacted; specifically, faster speech rate may be perceived as friendlier and thus de‐escalate peer conflict. Future studies should consider not only what youth say and/or do when responding to peer provocation but also how they say it. [ABSTRACT FROM AUTHOR]

Past research has linked peer and teacher discrimination to risk factors for school discipline, but few studies have examined whether peer and teacher discrimination have a direct impact on school discipline. This study examines the effects of general peer and teacher discrimination at the individual‐ and school‐level on school suspension using nationally representative, secondary data on almost 12,000 youth across 131 schools. Hierarchical logistic regression models indicated that general teacher discrimination at the individual‐ and school‐level—but not general peer discrimination—increased the odds of receiving school suspension. Findings suggest that general discrimination by direct learning instructors and teachers representing the broader school culture can shape student conduct. Reducing school discipline thus falls on teachers, staff, principals, and learners. [ABSTRACT FROM AUTHOR]

This paper argues that the generation of social intimacy is critical to enabling acts of environmental care. By interrogating the intimate socialities of a group of young people who grew up in a village community committed to carbon reduction, I untangle the influence of everyday intimacies on everyday (un)sustainabilities, particularly in relation to the popular but uncritical positioning of young people as 'sustainability saviours'. I problematise assumptions that young people's social intimacies are a straightforward enabler of lifestyle change aligned with sustainability by highlighting the fluidity of intimacies and associated senses of trust throughout young adulthood. I argue further that capitalising on this fluidity might in fact amplify bottom‐up environmental care if young people can move readily between networked spaces of trust and support. Drawing from scholarship on friendship, family and community intimacies and the substantial literature on households as crucibles for more sustainable living, I suggest there is considerable reconciliation work demanded at a personal level in order to live comfortably within the everyday intimacies of social life at the same time as committing to individual environmental action. These arguments advance debates around the optimal social drivers of more sustainable lifestyles, at the same time as sounding a cautionary note in relation to the too easy emplacement of responsibility for driving change at the feet of young people. This paper examines the intimate socialities of a group of young people who grew up in an English village community committed to carbon reduction, in order to untangle the influence of intimacies on everyday (un)sustainabilities, particularly in relation to the positioning of young people as drivers of more sustainable living. I argue there is much reconciliation work demanded at a personal level in order to live comfortably within the everyday intimacies of social life at the same time as committing to reductions in individual environmental footprints. [ABSTRACT FROM AUTHOR]

Childhood is a time of life, like any other, in which the influence wielded by others is complex and multivocal. This multivocality is clear in the contemporary world, but it is not easy to recognize in archaeological contexts. This contribution argues that recently published fingerprint data from Hama Period J (ca. 2500-2000 BCE) provides evidence for marked tension between two types of engagement with clay that took place in the lives of young potters at the site: learning to produce full-scale ceramics on the one hand and learning to produce miniature vessels and figurines on the other. This tension extended to the nature of the skills that were being learned, the values being transmitted, and the types of social bonds that were formed or undermined. [ABSTRACT FROM AUTHOR]

The study explores a long-standing assumption that students learn from peers, and that this learning can be enhanced through carefully designed instruction. Nevertheless, empirical evidence about in-class peer learning designed by the teacher is lacking in how it is enacted and how students respond. We analysed class recordings, and perceptions of teachers and students in 15 Bachelor and Masters' class sessions in humanities, social sciences, and medicine at one European Union university. We found great variation in how teachers designed peer-learning activities. We saw, for instance, how the same strategy can vary in its effectiveness depending on the degree of teacher's tactical thinking and why some designs were more effective than others. By documenting the commonalities and differences across the classes, our study offers an empirical foundation on which to build a more robust understanding of how to recognise and compare manifestations of peer-learning in the classroom. [ABSTRACT FROM AUTHOR]

This autoethnography documents the emergence and persistence of the sexual abuse I experienced by multiple male peer athletes in a youth sports setting. The testimony signals how my presence in the locker room felt like a space invader for the group, resulting in numerous micro-behaviours, group formation processes, and shifting norms, which led to sexual abuse. Based on the notes and writings in my diary, a thick description is produced, to help facilitate an understanding of the culture in which the abuse took place. I offer my story as a pedagogical resource to incorporate in bystander education programs to teach trainers and coaches about the toxic and harmful interactions and dynamics that can emerge in male team sports because of a dominant, masculine, team culture. [ABSTRACT FROM AUTHOR]

In this work, a hybrid interest-based peer-to-peer network is presented. It consists of the existing Residue-class (RC) based peer-to peer (P2P) network and the Star interconnection network. The former one has been considered because of its two main advantages viz.(1) all peers with the same interest (or possessing same resource type) structurally form a group of diameter one, and (2) the group heads are connected in the form of a ring and the ring always remains connected even in presence of any churn. The Star topology has been considered because of its low diameter. We have incorporated these above advantages of the two architectures in the presented hybrid topology in a way that the diameter of the hybrid topology becomes comparable to the diameter of the star topology. In fact, it is equal to the diameter of the star topology plus 2. The proposed hybrid topology takes the shape of an n-star, and a remarkable improvement of data lookup latency with message complexity of O(n)is achieved, where n is the number of group heads, and n is usually very small compared to the total number of peers in the network. [ABSTRACT FROM AUTHOR]