| 1. | Loneliness in childhood and relations with peer interactions
儿童的孤独感及与同伴交往的关系 |
| 2. | The relationship between children ' s theory - of - mind and their peer interaction
亲社会行为与同伴接纳之间的关系 |
| 3. | Peer interaction of children aged 6 8 and its relation to paternal nurturing styles
8岁儿童同伴互动及与父亲教养方式的关系 |
| 4. | Projects exhibit little interesting peer - to - peer interaction , and are therefore not really p2p , according to the definition above
中不同的项目，这些分布计算几乎没有考虑网络节点中的对等交互，因此并不能认为是真正意义上的p2p应用。 |
| 5. | An international non - profit organization of information security professionals and practitioners . it provides education forums , publications and peer interaction opportunities
-民间安全组织，发布网络安全知识的相关文档，公布最新的系统漏洞以及补丁等。 |
| 6. | Before a software entity can participate in the direct , peer - to - peer interactions that characterize p2p applications , the entity must discover suitable peers with which to interact
在软件实体能够参与具有p2p应用程序特征的直接的对等交互之前，该实体必须发现将要与之交互的适当的对等点。 |
| 7. | Another key to interoperability is the fact that the core jxta peer - to - peer interaction model is completely expressed as a set of simple protocols to be transmitted over the underlying network
互操作性的另一个关键是这样一个事实：核心jxta对等交互操作模型被完全表示为在底层网络上传输的一套简单协议。 |
| 8. | These features involve : ( 1 ) scaffolding and support for meta - cognitive processes ; ( 2 ) peer interaction paradigm ; ( 3 ) multiple zones of proximal development ; ( 4 ) decentralized and open knowledge building ; and ( 5 ) knowledge - learning community
这些特色包括：提供后设认知过程的鹰架与支持、同侪互动的典? 、多重的邻近发展区、分散与开放的知识建立、知识学习的社区。 |
| 9. | The online instructional format ? with students completing work independently from their home computers ? lacked sufficient structure , teacher contact and peer interaction to maintain students ' motivation to cope with the challenging material
由于学生是在家里的电脑上独立学习，该网路课程未能提供有组织的指导，也没有教师联系及同侪互动，因此学生在遭遇困难的教材时，很难保有学习动机。 |
| 10. | The findings of this study reveal that teachers ' beliefs were open - oriented on the whole and their beliefs could be refined and transformed through their on - going reflective thinking , peer interaction and relevant professional development programs
本文指出，教师信念是一个开放的系统，遇到教学实际中出现的问题和挑战，通过自我反思、同事互动和师资培训等途径，教师信念能够进一步得到扩充和更新。 |
