<p>Social Engineering attacks have been a rising issue in recent years, affecting a multitude of industries. One industry that has been of great interest to hackers is the Healthcare industry due to the high value of patient information. Social Engineering attacks are mainly common because of the ease of execution and the high probability of victimization. A popular way of combatting Social  Engineering attacks is by increasing the user’s ability to detect indicators of attack, which requires a level of cybersecurity education. While the number of cybersecurity training programs is increasing, Social Engineering attacks are still very successful. Therefore, education programs  need to be improved to effectively increase the ability of users to notice indicators of attack. This research aimed to answer the question - what teaching method results in the greatest learning gains  for understanding Social Engineering concepts? This was done by investigating text-based,  gamification, and adversarial thinking teaching methods. These three teaching methods were used  to deliver lessons on an online platform to a sample of Purdue students. After conducting analysis,  both text-based and adversarial thinking showed significant improvement in the understanding of  Social Engineering concepts within the student sample. After conducting a follow-up test, a single  teaching method was not found to be better among the three teaching methods. However, this study  did find two teaching methods that can be used to develop training programs to help decrease the  total number of successful Social Engineering attacks across industries. </p>

The purpose of this research was to identify teachers’ perceptions of barriers to math achievement below Grade 10, if any, to determine which, if any, of the identified barriers teachers reported, and to determine which, if any, previous recommendations for positive changes in mathematics classrooms teachers reported, as well as identify any teacher reports of resistance to change. I conducted research on 19 participants by collecting questionnaires online due to the COVID-19 pandemic. Participants were teachers of mathematics from Grade 4 through Grade 8. I compared participants’ responses to literature-based components using predetermined coding along with emergent coding to identify new themes in this basic interpretive study. The main finding of this study was low math self-efficacy was a widespread problem among students, which must be overcome to prepare students to pursue a STEM degree due to its role in career development when focusing on mathematics as the social cognitive career theory applied to students seeking a STEM degree. Other finding of this study were teachers still used purely procedural mathematics instruction, students were not developing a strong start in mathematics, and teacher math content knowledge still needed improvement.

The purpose of this study was to correlate the Vegetation of the Woodbine Sands with the edaphic factors. In the laboratory an analysis of the edephic factors was made of the twenty-two soil types collected from the three formations. The results of these and other analysis are shown in tables and graphs. The results indicate that the vegetational cover of an area that is uniform in its origin and in its resident soil factors is determined by the edaphic factors present.

The purpose of this study was to determine whether emphasis on aesthetic development appeared to foster educational growth and desirable behavior development to a greater degree than did participation in a traditional-type program.

Effective pain management is an elusive concept in the acute care setting. Improving nurses' knowledge about optimal pain management is one way to improve the patient's pain experience. A computer-simulation game was developed as an alternative method of teaching the subject of pain management to nursing students. In the game, two patient scenarios are presented, one male and one female. Both patients present with acute pain and request help from the nurse. The player progresses through a series of nine questions as the scenarios unfold, each with one best or correct answer. The purpose of this study was to evaluate the game's potential as a teaching method compared to traditional methods of teaching, such as a lecture. A total of 30 nursing students participated in the study. After playing through the game, each student was asked to complete a post-game survey consisting of 10 standard 5-point Likert scale items and five open-ended questions. The survey was used to evaluate the students' enjoyment of the game, educational benefits, preference compared to traditional teaching methods, and perceived potential to change nursing practice. Results of the survey show that the majority of nursing students enjoyed playing the game and found it captured their attention more than traditional teaching methods. Nine out of the ten Likert scale items received universal high scores. Nursing students were receptive to the computer-simulation game as a teaching method and found it preferable to traditional methods.

Three different Career Development Event (CDE) workshops were analyzed to determine the workshops’ impact on agriculture teachers’ learning gains and self-efficacy. Teaching methods of workshop presenters and self-reported data from participants were examined to determine how professional development opportunities prepare agriculture teachers in the required skills for the specific CDEs. Recruited workshop presenters (N=3) and workshop attendees (N=54) were the convenient population for the study. A significant difference between the pre- and post-self-ratings of knowledge indicated greater learning gains after each workshop. Most workshop participants reported they intend to implement every skill related to the presented CDE content. Self-efficacy was moderately high for the content and specific practices related to each workshop. Overall, findings of this study reported the presenters’ use of specific teaching methods, and the use of andragogy assumptions did not create a difference in the pre- and post-self-ratings of the learning gains nor self-efficacy of the participants.

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The most widely used teaching method, lecture, results in students assuming a passive, non-thinking, information-receiving role. Due to the overwhelming use of lecture, teachers face the criticism that today's graduates lack the ability to think. Proponents claim that the decision case method recently introduced to the agriculture curriculum, will transform passive learners into active thinkers, problem solvers, and decision makers. A study was conducted to compare the effects of decision case and traditional lecture teaching methods on student cognitive learning and attitudes toward instruction. The study used a 2 x 2 factorial design. Students were randomly assigned to a teaching method and an instructor. Each instructor taught identical content using both a decision case and a traditional lecture method. Following instruction, each student completed a 40-question, multiple-choice cognitive exam, and a semantic differential attitude scale. Analysis of covariance techniques were used to test the research hypotheses. In this study, there were no significant differences in cognitive learning between students who received decision case or traditional lecture instruction. However, students receiving the decision case method had significantly more positive attitudes toward the instruction. / Master of Science

The theoretical part of the diploma thesis summarizes the conception of the theory of Word species from several professional manuals of Czech grammar. It also deals with Language and language communication in the Framework education programme of basic education. This part also getting the terms like teaching methods, traditional teaching methods and innovative teaching methods. In practical part there are already processed innovative methods of teaching selected word species at the first stage of elementary school and their practical verification. It also describes the depiction of curriculum word species in selected Czech language textbooks for the first stage of the elementary school, which are also evaluated here.