The Effect of Perceived Teacher Burnout on Credibility

This study investigated the effect of perceived teacher burnout on perceived teacher credibility. One hundred eighty-two college students were randomly exposed to a written scenario manipulating the level of perceived teacher burnout (high or low) and responded to a scale measuring perceived teacher credibility in reference to the scenario. Results of one-way multivariate analyses of variance indicated that perceived teacher burnout has a negative impact on perceived teacher competence, caring, and trustworthiness. Low-burnout teachers are perceived as more credible than high-burnout teachers.     

Perceived Instructor Credibility and Teaching Philosophy

The purpose of this study was to examine whether perceived instructor credibility (i.e., competence, character, caring) differs based on instructor teaching philosophy. Participants were 244 students who read a short vignette describing an instructor with either a transmissive or a progressive teaching philosophy and completed the Measure of Source Credibility in reference to the vignette. Results indicate instructors with a transmissive teaching philosophy or a progressive teaching philosophy did not differ in their perceived competence, but instructors with a progressive teaching philosophy were rated higher in both perceived character and caring than instructors with a transmissive teaching philosophy. Future research should examine whether student philosophies toward education impact perceived instructor credibility.     

Effects of Instructor Speech Rate on Student Affective Learning,Recall, and Perceptions of Nonverbal Immediacy,Credibility, and Clarity

Although research indicates that speech rate affects perceptions of speaker credibility as well as persuasiveness and information recall, research has failed to address how instructor speech rate affects student perceptions and learning. This study randomly assigned basic communication course students to one of three speech rate conditions (slow, moderate, fast), using a videotaped lesson by an instructor. Findings revealed significant differences for credibility, affective leaning, and nonverbal immediacy, but did not reveal significant differences for recall or clarity. Implications for instructional practice and suggestions for future research are discussed.     

The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness

This research investigated the impact of teacher caring and teacher immediacy on student perceptions of teachers' credibility. While the results of the two studies conducted indicated the presence of strong main effects for teacher caring and immediacy and strong negative effects for teacher non‐caring and nonimmediacy on the various dimensions of teacher credibility (as hypothesized), significant interaction effects were observed between caring and nonimmediacy on both dimensions of credibility studied (competence and trustworthiness). In most cases, when teacher caring was low, whether the teacher was in the immediate or nonimmediate condition made no significant difference—both produced negative perceptions of teacher credibility. In contrast, when teacher caring was high, teacher nonimmediacy significantly lowered perceived credibility. Probing of the interaction results suggested that high verbal caring tends to soften the negative impact of teacher nonimmediacy. The results of these studies demonstrate that teachers should maintain high verbal caring to preserve their credibility in the classroom. Implications for teacher training and suggestions for future research are discussed.     

基于成像传感器噪声的相机源辨识算法研究

通过分析数码相机的成像特点,文章提出了一种基于图像噪声的相机源辨识方法。通过抽取反映传感器噪声的特征,并训练分类器实现相机型号的辨识。实验结果表明所提取的新特征比前面算法所提取的特征能更好的体现同一品牌相机的模式是噪声的特点,因此具有更高的识别率,且鲁棒性更好。     

资金运动与三式簿记研究

本文通过对簿记对象的三维分析,论证了资金运动的三维性是建立三式簿记的客观基础,进 而讨论了资金三式簿记的基本内容。     

GPL授权模式下使用开放源代码软件应注意的若干问题

开放源代码软件正在数字图书馆建设和服务的各个领域得到越来越深入的应用。本文就授权开放源代码软件使用最著名的GPL许可证的主要内容作了介绍,对使用GPL许可证应该注意的若干问题进行了分析。     

西文编目数据套录中需要特别注意的字段的审核

本文从套录西文源记录并进行审核修改，使之成为本馆高质量西文编目数据的过程着手，提出了判断源记录与所编文献的差别以及如何提高西文数据套录质量的个人见解。     

电流并联负反馈实验的讨论

“电子技术基础”(1)实验四:“负反馈放大器的性能测试”,文中所拟定的有关电流并联负反馈的实验电路和方案,由实验所测得的输入阻抗值与理论分析结论相去甚远。本文旨在遵循有关的电路理论,建立相应的实验电路和方案,致使实验结果与理论分析所得结论相吻合。     

Superior–Subordinate Communication in the Workplace: Verbal Aggression,Nonverbal Immediacy,and Their Joint Effects on Perceived Superior Credibility

This study examined the joint effects of a superior’s verbally aggressive behaviors and nonverbal immediacy behaviors on a subordinate’s perceptions of a superior’s credibility. Participants (n = 415) from intact classes were randomly assigned into one of the four experiment conditions simulated by four video segments: use of nonverbal immediacy and verbal aggression, nonuse of nonverbal immediacy and use of verbal aggression, use of nonverbal immediacy and nonuse of verbal aggression, and nonuse of nonverbal immediacy and verbal aggression. The findings indicate that superiors who do not use verbally aggressive messages and who are nonverbally immediate were perceived with a higher level of competence, trustworthiness, and caring than superiors who use verbally aggressive messages and who are not nonverbally immediate. In addition, superiors who use verbally aggressive messages and who are nonverbally immediate were perceived with the lowest level of perceived competence as compared to superiors in the other three conditions.