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In the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics computer games on mathematics achievement and motivation of high school students. In addition, the role of prior mathematics knowledge, computer skill, and English language skill of the participants on their mathematics achievement and motivation when they played the games were investigated. A total of 193 students and 10 teachers from an urban high school in the southeast of the United States of the America participated in this study. The teachers were randomly assigned to treatment and control groups. Students' mathematics achievement was measured using school district benchmark exams and a game performance test generated by the developers of the mathematics games. A mathematics motivation questionnaire based on Keller's (1987a) ARCS model of motivational design measured students' mathematics motivation. Multivariate Analysis of Co-Variance (MANCOVA) was conducted to analyze the data. In addition, interviews were conducted to cross validate the results of the quantitative data. The MANCOVA results indicated significant improvement of the mathematics achievement of the experimental versus control group. No significant improvement was found in the motivation of the experimental versus control group. However, a significant improvement was found on the motivation scores of the students who played the games in their school lab and classrooms compared to the ones who played the games only in the school labs. In addition, the findings indicated that prior mathematics knowledge, computer skill and English language skill did not play significant roles in achievement and motivation of the experimental group. Teachers' interviews revealed that these individual differences had indeed played significant roles in game-playing at the beginning of using the games, but the impacts gradually diminished as the students gained the required game-playing skills. The overall results indicated that the mathematics games used in this study were effective teaching and learning tools to improve the mathematics skills of the students. Using the games in mathematics education was suggested by the teachers as an appropriate alternative way of teaching, as one of the teachers stated: "This is definitely the way that we have to go to teach mathematics in the future." Mathematics games should be integrated with classroom activities if teachers want to increase mathematics class motivation. Teachers' helps and supports are vital in using the games effectively in a population with different prior mathematics knowledge, computer skills, and English language skills. ; 2008-05-01 ; Ph.D. ; Education, Department of Educational Research Technology and Leadership ; Doctorate ; This record was generated from author submitted information.

Das Buch widmet sich Computer Emergency Response Teams (CERTs) sowie der multidisziplinären Erforschung von CERT-Kommunikation und deren Modellierung. CERTs haben sich in den letzten Jahren als "Internet-Feuerwehren" bewährt. Aufgrund der Globalität des Internets und zunehmend länderübergreifender Cyber-Zwischenfälle müssen sie national und international mit anderen CERTs und einer Vielfalt an Playern wie z. B. Strafverfolgungsbehörden, Internet-Service-Providern und Herstellerfirmen kooperieren. Die dadurch immer komplexer werdende Informations-, Kommunikations- und Wissensverwaltung motivierte die AutorInnen, Wege für eine verbesserte Zusammenarbeit der CERTs zu finden. Der Inhalt · Organisation, Rahmenbedingungen und Kommunikation bei CERTs · Standardisierte Datenaustauschformate · Softwareunterstützung für die Behandlung von Sicherheitsvorfällen · Prozesse und Werkzeuge zur Veröffentlichung von Sicherheitsempfehlungen · Wissensmanagement und Kommunikation bei CERTs · Anforderungen an die Modellierung der Kommunikation von CERTs · CERT als Organisationseinheit Die Zielgruppen · Dozierende und Studierende der Kommunikationswissenschaft, Sozialpsychologie, Organisationssoziologie, Informatik, Sicherheitstechnik, IT-Security, Politikwissenschaft und des Krisenmanagements · Mitarbeiter in Behörden und in der akademischen Lehre Tätige Die Herausgeberin Edith Huber forscht an der Donau-Universität Krems, Österreich. Sie ist spezialisiert auf die Bereiche Cyber-Security, Cyber-Crime, Rechts- und Kriminalsoziologie sowie Sicherheitsforschung.

Although numerous online family life education programs have been developed over the past few years, there has been little discussion about best practices in the development of these programs. This article presents a framework to assist family life educators in the development and improvement of online programs from the initial problem analysis and creation of program content through instructional design to implementation and evaluation. The emphasis is on the unique program development issues that are critical to developing family life education and prevention programs within online delivery systems.

Dr. William R. Nelson, Lt. Col. USAF (ret.), passed away on June 30, 2008, at Rockingham Memorial Hospital in Harrisonburg, VA. Dr. Nelson was born February 5, 1924, in Colton, California. He was the son of the late William Gunther and Vera Maughan Nelson.

Community Resources for Older Adults provides comprehensive, up-to-date information on programs, services, and policies pertaining to older adults. Authors Robbyn R. Wacker and Karen A. Roberto build reader awareness of programs and discuss how to better understand help-seeking behavior, as well as explain ways to take advantage of the resources available to older adults. The substantially revised Fifth Edition includes new topics and updated research, tables, and figures to help answer key questions about the evolution and utilization of programs for older adults and the challenges that service providers face.