From Manifesta to Krypta: The Relevance of Categories for Trusting Others

In this paper we consider the special abilities needed by agents for assessing trust based on inference and reasoning. We analyze the case in which it is possible to infer trust towards unknown counterparts by reasoning on abstract classes or categories of agents shaped in a concrete application domain. We present a scenario of interacting agents providing a computational model implementing different strategies to assess trust. Assuming a medical domain, categories, including both competencies and dispositions of possible trustees, are exploited to infer trust towards possibly unknown counterparts. The proposed approach for the cognitive assessment of trust relies on agents' abilities to analyze heterogeneous information sources along different dimensions. Trust is inferred based on specific observable properties (Manifesta), namely explicitly readable signals indicating internal features (Krypta) regulating agents' behavior and effectiveness on specific tasks. Simulative experiments evaluate the performance of trusting agents adopting different strategies to delegate tasks to possibly unknown trustees, while experimental results show the relevance of this kind of cognitive ability in the case of open Multi Agent Systems

Trust in Biotechnology Risk Managers: Insights from the United Kingdom, 1996-2002

The mid to late 1990s saw a series of negative media events in the United Kingdom (UK) related to biotechnology. According to the trust asymmetry hypothesis, such events ought to cause public trust in risk managers of biotechnology to fall quickly but rise slowly. We present evidence from the Eurobarometer surveys that from 1996 to 1999 public trust in the UK declined, but it increased sharply between 1999 and 2002. We seek to explain this apparent contradiction to the asymmetry hypothesis. We use canonical discriminant analysis of public trust to show that whether people trust or distrust risk managers of biotechnology depends significantly on the amount of knowledge people have about science. We speculate that knowledge of science moderates the trust asymmetry effect.Research and Development/Tech Change/Emerging Technologies,

Trust in Biotechnology Risk Managers: Insights from the United Kingdom, 1996-2002

During the late 1990s a series of negative events occurred in the United Kingdom (UK) related to biotechnology. These events signaled potential risks associated with biotech foods and crops and were highly reported. According to the trust asymmetry hypothesis, such events ought to cause public trust in risk managers of biotechnology to decline rapidly and rebound more slowly. We find, based on data taken from the Eurobarometer surveys conducted in 1996, 1999 and 2002, that public trust in risk managers did decline from 1996 to 1999. However, the level of trust rebounded sharply between 1999 and 2002. Canonical discriminant analysis of public trust is used to reveal possible explanatory factors in this response. We find that whether people trust or distrust risk managers depends significantly on the amount of objective knowledge they have. We argue that knowledge of science might moderate the trust asymmetry effect.Research and Development/Tech Change/Emerging Technologies, Risk and Uncertainty,

A Formal Model for Trust in Dynamic Networks

We propose a formal model of trust informed by the Global Computing scenario and focusing on the aspects of trust formation, evolution, and propagation. The model is based on a novel notion of trust structures which, building on concepts from trust management and domain theory, feature at the same time a trust and an information partial order

Users' trust in information resources in the Web environment: a status report

This study has three aims; to provide an overview of the ways in which trust is either assessed or asserted in relation to the use and provision of resources in the Web environment for research and learning; to assess what solutions might be worth further investigation and whether establishing ways to assert trust in academic information resources could assist the development of information literacy; to help increase understanding of how perceptions of trust influence the behaviour of information users

Attitude development in designer's education

Modern academic design and engineering education adopted the issues and goals of holistic development of design competence. Holistic design competence is a combination of generic capacities: capability, knowledge, skill, experience and attitude. All capacities should be addressed in academic education, but the development of attitude is not sufficiently emphasized. Designers’ attitude can be seen as the relationship between a designer and the design profession. With a good designers’ attitude, different types of design problems can be solved and all the capacities, including attitude, can be developed. This paper proposes that developing a good designers’ attitude can be implemented in design education and should be done. We present the five different elements that comprise an attitude: communication, reliability, trust, motivation and open mindset. The relations between elements of designers’ attitude and other capacities of design competence are discussed. We studied the manifestation of attitudes and their development in a project of the so called Global Product Realization (GPR) course. The GPR course incorporates students from several European universities who are asked to solve a real design problem for an industrial company. The conclusion is that this project has supported the development of all five attitudinal elements. Since GPR projects are multi disciplinary, multi cultural and communication is non face-toface, a certain level of designers’ attitude is required for such projects. Further research is needed to support the vision that development of designers’ attitude needs to be addressed earlier in design education, preferably from the very first course

Forms, Sources and Processes of Trust

This chapter reviews some key points in the analysis of trust, based on Nooteboom (2002)i.The following questions are addressed.What can we have trust in?What is the relation between trust and control?What are the sources of trust? And what are its limits?By what process is trust built up and broken down?What are the psychological mechanisms involved?The chapter ends with an illustration of trust in the police.trust;social psychology;mental framing;relational signaling

The power of connection: sharing epistemological approaches to reach beyond knowledge and skill acquisition in an Australian higher education context

[Abstract]: The profiles of today‘s adult learners in higher education are complex and diverse. Supporting these students in their learning journey needs to go beyond the acquisition of knowledge, skills and abilities requiring a paradigm shift in pedagogical approach. In this paper, two tertiary educators from a regional Australian university share how they support adult learners enrolled both locally and globally to connect effectively with course content and with each other. One author, working primarily in undergraduate education courses has proposed a ―Winning Formula‖ approach to her pedagogy with an emphasis on student engagement, contextualised learning and choice of learning resources. The second author who works online with postgraduate learners shares outcomes of her research in online design with a focus on the principle of the ―CHE factor‖ (qualities of Connectivity, Humanness and Empathy) which she has found is the central tenet of effective online learning and teaching. As a result of a categorical analysis of multiple data sources from their individual research activities, the two authors were able to identify a number of shared learning and teaching principles which they have found support learners in making connections between their learning and the real world environments in which they live and work. Principles, however, cannot exist in a vacuum and need to be considered according to the educational contexts within which they are applied. The authors critique these key principles and the application to their own teaching contexts and share some anecdotal comments from students. The paper concludes with an invitation to others to consider the application (and possible adaptation) of the principles to their own educational contexts

Teaching English Language Learners to Vet Their Sources in the Post-Truth Paradigm

According to the Institute of International Education\u27s Open Doors report, the number of international students studying in the United States exceeded one million for the first time in 2016. Many of these students have insufficient command of the English language to pass the TOEFL or IELTS examinations required for enrollment at U.S. institutions of higher education, and as a result, programs designed to teach proficiency in the English language have been developed at some of these universities. In addition to English grammar and vocabulary, some programs also seek to acculturate students to Western academic norms such as critical thinking, academic integrity, and the paper-writing process to help students be prepared culturally as well as linguistically for American university life. Source evaluation has become an increasingly fraught topic for domestic and international students alike. Within the context of a lesson plan on this topic, this chapter will discuss the development of learning outcomes; an engaging anticipatory set which connects students’ background knowledge to the topic at hand; choosing readings appropriate for the topic and students’ comprehension level; the constructivist rationale for the main activity; and the logistics (timing, technology, etc.) of planning activities for ELLs versus domestic students