An improved trust model in agent-mediated E-commerce

Trust is a fundamental issue in multiagent systems, especially in agent-mediated e-commence. The trust model plays an important role in determining who and how to interact in open and dynamic environments. To this end, many trust models have been developed. Based on the confidence–reputation model proposed by other researchers, an improved trust model is discussed. The original model was enhanced in two aspects: (1) when evaluating the trustworthiness of target agents, the reliability of the witness itself is taken into account and further aggregated by Dempster-Shafer evidence theory and (2) the ontological property of trust is considered, which implies that trust can be calculated more precisely. A case study is provided to show the effectiveness of the improved model.

Trust and the social capital necessary for pedagogical reform

Part of the program of educational reform and the change in pedagogy from rote top down instruction to group based and more creative forms of  pedagogy relies on teachers adequately engaging with accepting, and  trusting the reforms and the way subjectivity is reformulated in the  classroom. My essential argument is that if we want to know how Malaysian educational reform will work and what its chances of success are we must focus as much on the issue of trust as we do on pedagogy. The reasons for this are two fold. First, the success of pedagogical reform and the pick up of new forms of pedagogy in the classroom relies on forms of social interaction and aspects of social capital that are different from the types of relationships that characterize a traditional educational setting. Second, a failure to  understand the important social capital that is both a precursor to  pedagogical reform as well as an outcome of it is a failure to understand  both how pedagogical reform can work and what its implications are. If this thesis is correct then we need to focus our research agendas on an area  that is not as well researched. We need to look at the social capital  preconditions for effective teaching and in particular the issue of trust in our  teaching. This paper is an attempt to map out the theoretical issues that  need further elaboration through research.

Managers' trust, reliance on control mechanisms and performance of subordinates

Many organisational scholars claim that interpersonal trust between managers and subordinates will bring about a number of positive organisational outcomes including enhanced job performance in subordinates. Recent management accounting literature implies that the trust's positive effect on performance is achieved by using trust-based controls such as 'social control'. While the former indicates a direct positive relationship between trust and performance, the latter indicates an indirect positive relationship between trust and performance through controls. Whether the trust's relationship with performance is direct or indirect is particularly important issue for management accountants because of the possible implications of the nature of the relationship for the design and exercise of management control in organisations.

Trust in mono-ethnic and mixed-ethnic association in Penang

Investigation into trust has become a topical issue in current social science research. This is, in large part, a result of a perception that trust in institutions has declined markedly in the past two decades. This paper investigates trust in some of Penang's civil associations as a way of measuring the health of social capital in Penang. It focuses on issues of trust and diversity since both are critical issues in Malaysian society in general and civil associations in particular. We began our analysis expecting higher forms of trust among members in the mono-ethnic associations, based on the power of bonding. However, findings from this study tend to suggest that rather than leading to lesser trust and infectiveness, involvement in mixed-ethnic associations have in fact generated higher trust among their members. These findings reveal an interesting corrective to more pessimistic view on the relationship between trust and diversity. Data from this study also provide important insight into how bridging between different people in associations marked by diversity can accentuate trust over and above the levels found in associations were bonding between like types is the dominant characteristic. The data also indicate that for both, mono-ethnic and mixed-ethnic associations, it is the extent of members' involvements in their associations that form trust and not vice versa.

Perceived discrimination amongst the indigenous Mapuche people in Chile : some comparisons with Australia

With similar settler-colonial histories having left them occupying the position of marginalized minority groups, indigenous people in Chile and Australia are struggling to assert their rights and retain their cultures. Research in each location suggests that there is widespread prejudice and discrimination against them, even though the mainstream society sees itself as tolerant and harmonious. This paper reports on a study in which thirty Mapuche people in Chile were interviewed about their perceptions of discrimination against them. Their responses were systematically analysed using a taxonomy of racist experiences established in a study of Aborigines in Australia. Like indigenous Australians, the Mapuche people of Chile reported that they experience extensive discrimination in all areas of life. These findings are discussed with respect to the issues related to relationships between settlers and colonized communities.

Perceived discrimination in Mapuche discourse : contemporary racism in Chilean society

This paper documents the experiences of perceived discrimination by Mapuches, the largest aboriginal group in Chile, focusing on their oral discourse about the phenomenon. As part of a national research project, 100 Mapuches were interviewed about their perception of discrimination toward them. These interviews were analyzed using the four-level method developed by Merino, which is mainly based on local semantic strategies and argumentative sequences and topoi. The analysis suggests that racism is experienced in everyday interethnic interactions by means of four modes: verbal, behavioral, institutional and macro-social. Verbal racism includes name-calling (e.g. 'indio' [Indian]) and stereotyping (e.g. 'primitive'), and prejudiced remarks. Behavioral racism includes looking, ignoring, avoiding, segregating and denial of identity. In the institutional mode, denial of opportunities and discrimination in various public offices, private institutions and services are frequent, with perpetrators acting on behalf of the institution for which they work. The macro-social mode includes cultural dominance of the economic and educational systems, and an ethnocentric perspective of history. The findings suggest the presence of a racist ideology underlying Mapuche's discursive reproduction of the way Chileans talk and think about them and behave toward them.

Primary school teacher perceived self-efficacy to teach fundamental motor skills

Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A cross-sectional survey, based on the Victorian Institute of Teaching Standards of Professional Practice, was used to sample sixty-five pre-service and forty-six in-service teachers. Most primary school teachers were self-efficacious in teaching FMS (67.59 per cent); almost one-third (32.41 per cent) were not. Male teachers had higher perceived self-efficacy than female teachers, and a positive relationship was found between perceived self-efficacy to teach FMS and interest in, and participation in, physical activity (r = 0.52 and r = 0.31 respectively). Implications for practice include providing FMS teaching resources and professional training. Further research should explore the effect of perceived self-efficacy on teaching performance.