title: Inferring trust using personality aspects extracted from texts

authors: Granatyr, Jones

subjects: computer science

abstract: Trust mechanisms are considered the logical protection of software systems, preventing malicious people from taking advantage or cheating others. Although these concepts are widely used, most applications in this field do not consider affective aspects to aid in trust computation. Researchers of Psychology, Neurology, Anthropology, and Computer Science argue that affective aspects are essential to human's decision-making processes. So far, there is a lack of understanding about how these aspects impact user's trust, particularly when they are inserted in an evaluation system. In this paper, we propose a trust model that accounts for personality using three personality models: Big Five, Needs, and Values. We tested our approach by extracting personality aspects from texts provided by two online human-fed evaluation systems and correlating them to reputation values. The empirical experiments show statistically significant better results in comparison to non-personality-wise approaches.

text: Inferring trust using personality aspects extracted from texts Trust mechanisms are considered the logical protection of software systems, preventing malicious people from taking advantage or cheating others. Although these concepts are widely used, most applications in this field do not consider affective aspects to aid in trust computation. Researchers of Psychology, Neurology, Anthropology, and Computer Science argue that affective aspects are essential to human's decision-making processes. So far, there is a lack of understanding about how these aspects impact user's trust, particularly when they are inserted in an evaluation system. In this paper, we propose a trust model that accounts for personality using three personality models: Big Five, Needs, and Values. We tested our approach by extracting personality aspects from texts provided by two online human-fed evaluation systems and correlating them to reputation values. The empirical experiments show statistically significant better results in comparison to non-personality-wise approaches.

year: 2019

title: Incorporating contact area in soft finger grasp models

authors: Fernandez-Ritchie, Tara

subjects: Grasp

abstract: The ability to grasp is a significant function of many robotic hands, whether it be for fruit-picking or manufacturing tasks. Two major theories often used in conjunction to model grasping are Nguyen’s theorem and Coulomb’s friction law. Both theories model the contact between the fingers and the object in grasp as at a point. This runs true when the fingers and the object in grasp are made of hard materials. However, when the fingers or the object are soft, they deform around each other and result in a contact area between the objects rather than a contact point. This contact area means that soft-fingered grasps can apply an additional moment to balance any external moments, of which hard fingers cannot. To account for this, the soft-fingered grasp is often modelled as a point contact with a moment about the normal direction. However, in scenarios where there is no external moment both soft and hard fingers would exert a moment of 0 Nm and their grasps are modelled identically using Nguyen’s theorem and Coulomb’s law. Since soft-fingered grasping has been used extensively due to its superiority to hard-fingered grasping it does give rise to the question of whether the soft fingered grasp should be modelled identically to the hard fingered grasp in this case.  

This research expands the current grasp models to better showcase the differences between soft and hard finger grasps. The approach taken to achieve this was to incorporate the contact area of soft fingered grasping into the contact model so as to highlight the differences between soft and hard fingers when grasping an object. The research utilised this expansion in the contact model employing Nguyen’s theorem and Coulomb’s friction law. Nguyen’s theorem is a condition that must be met for a grasp to be in force closure, while Coulomb’s friction model limits the forces that can be applied by a finger onto an object to being within a friction cone at a point for no slipping to occur. Both Nguyen’s and Coulomb’s theories model the friction cone of the soft finger at the centre-point of the area of contact. A set-of-cones theory was proposed, where the area of contact is comprised of many friction cones corresponding to the points that make up the contact area instead of a single friction cone. 

An experiment was devised for a two-fingered symmetrical grasp of a cylinder, where the maximum angle of contact above the horizontal before slipping was investigated. The set-of-cones approach was made into a resultant friction cone model. The resultant cone model and the original centre-point cone model were used to predict the forces due to Coulomb’s theory at the maximum angle of contact. The predictions were compared to the data obtained from the experiment. It was found that the resultant cone contact model predicted the normal force applied at the maximum angle before slipping more accurately than the centre-point contact model for both soft finger materials being investigated in this research. 

When the resultant cone model was translated for use in the prediction of a force closure grasp by using Nguyen’s theorem, the range of positions where the object was grasped in force closure increased as compared to when using the centre-point contact model. If further verified, the resultant cone model would be used for soft fingers while the centre-point model would be used for hard fingers. This extends the modelling of soft finger contact so as to illustrate the differences in the stability of a grasp between hard and soft finger contact.

text: Incorporating contact area in soft finger grasp models The ability to grasp is a significant function of many robotic hands, whether it be for fruit-picking or manufacturing tasks. Two major theories often used in conjunction to model grasping are Nguyen’s theorem and Coulomb’s friction law. Both theories model the contact between the fingers and the object in grasp as at a point. This runs true when the fingers and the object in grasp are made of hard materials. However, when the fingers or the object are soft, they deform around each other and result in a contact area between the objects rather than a contact point. This contact area means that soft-fingered grasps can apply an additional moment to balance any external moments, of which hard fingers cannot. To account for this, the soft-fingered grasp is often modelled as a point contact with a moment about the normal direction. However, in scenarios where there is no external moment both soft and hard fingers would exert a moment of 0 Nm and their grasps are modelled identically using Nguyen’s theorem and Coulomb’s law. Since soft-fingered grasping has been used extensively due to its superiority to hard-fingered grasping it does give rise to the question of whether the soft fingered grasp should be modelled identically to the hard fingered grasp in this case.  

This research expands the current grasp models to better showcase the differences between soft and hard finger grasps. The approach taken to achieve this was to incorporate the contact area of soft fingered grasping into the contact model so as to highlight the differences between soft and hard fingers when grasping an object. The research utilised this expansion in the contact model employing Nguyen’s theorem and Coulomb’s friction law. Nguyen’s theorem is a condition that must be met for a grasp to be in force closure, while Coulomb’s friction model limits the forces that can be applied by a finger onto an object to being within a friction cone at a point for no slipping to occur. Both Nguyen’s and Coulomb’s theories model the friction cone of the soft finger at the centre-point of the area of contact. A set-of-cones theory was proposed, where the area of contact is comprised of many friction cones corresponding to the points that make up the contact area instead of a single friction cone. 

An experiment was devised for a two-fingered symmetrical grasp of a cylinder, where the maximum angle of contact above the horizontal before slipping was investigated. The set-of-cones approach was made into a resultant friction cone model. The resultant cone model and the original centre-point cone model were used to predict the forces due to Coulomb’s theory at the maximum angle of contact. The predictions were compared to the data obtained from the experiment. It was found that the resultant cone contact model predicted the normal force applied at the maximum angle before slipping more accurately than the centre-point contact model for both soft finger materials being investigated in this research. 

When the resultant cone model was translated for use in the prediction of a force closure grasp by using Nguyen’s theorem, the range of positions where the object was grasped in force closure increased as compared to when using the centre-point contact model. If further verified, the resultant cone model would be used for soft fingers while the centre-point model would be used for hard fingers. This extends the modelling of soft finger contact so as to illustrate the differences in the stability of a grasp between hard and soft finger contact.

year: 2021

title: An evaluation of Kaupapa Māori in Psychology at the University of Waikato

authors: McAllister, Sue

abstract: The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

text: An evaluation of Kaupapa Māori in Psychology at the University of Waikato The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

year: 2018