TY  - CHAP
A1  - Heuermann, Holger
A1  - Harzheim, Thomas
A1  - Mühmel, Marc
T1  - A maritime harmonic radar search and rescue system using passive and active tags
T2  - 2020 17th European Radar Conference (EuRAD)
KW  - Harmonic Radar
KW  - Rescue System
KW  - Frequency Doubler
KW  - Transponder
KW  - Tag
Y1  - 2021
SN  - 978-2-87487-061-3
U6  - http://dx.doi.org/10.1109/EuRAD48048.2021.00030
N1  - Proceedings of the 17th European Radar Conference, 
13th - 15th January 2021, Utrecht, Netherlands
SP  - 73
EP  - 76
PB  - IEEE
ER  - 
TY  - JOUR
A1  - Fagan, Andrew J.
A1  - Bitz, Andreas
A1  - Björkman-Burtscher, Isabella M.
A1  - Collins, Christopher M.
A1  - Kimbrell, Vera
A1  - Raaijmakers, Alexander J. E.
T1  - 7T MR Safety
JF  - Journal of Magnetic Resonance Imaging (JMRI)
Y1  - 2021
U6  - http://dx.doi.org/10.1002/jmri.27319
SN  - 1522-2586
VL  - 53
IS  - 2
SP  - 333
EP  - 346
PB  - Wiley
CY  - Weinheim
ER  - 
TY  - JOUR
A1  - Serror, Martin
A1  - Hack, Sacha
A1  - Henze, Martin
A1  - Schuba, Marko
A1  - Wehrle, Klaus
T1  - Challenges and Opportunities in Securing the Industrial Internet of Things
JF  - IEEE Transactions on Industrial Informatics
Y1  - 2021
U6  - http://dx.doi.org/10.1109/TII.2020.3023507
SN  - 1941-0050
VL  - 17
IS  - 5
SP  - 2985
EP  - 2996
PB  - IEEE
CY  - New York
ER  - 
TY  - JOUR
A1  - Köhler, Klemens
A1  - Röpke, René
A1  - Wolf, Martin
T1  - Through a mirror darkly – On the obscurity of teaching goals in game-based learning in IT security
JF  - ISAGA 2019: Simulation Gaming Through Times and Disciplines
N2  - Teachers and instructors use very specific language communicating teaching goals. The most widely used frameworks of common reference are the Bloom’s Taxonomy and the Revised Bloom’s Taxonomy. The latter provides distinction of 209 different teaching goals which are connected to methods. In Competence Developing Games (CDGs - serious games to convey knowledge) and in IT security education, a two- or three level typology exists, reducing possible learning outcomes to awareness, training, and education. This study explores whether this much simpler framework succeeds in achieving the same range of learning outcomes. Method wise a keyword analysis was conducted. The results were threefold: 1. The words used to describe teaching goals in CDGs on IT security education do not reflect the whole range of learning outcomes. 2. The word choice is nevertheless different from common language, indicating an intentional use of language. 3. IT security CDGs use different sets of terms to describe learning outcomes, depending on whether they are awareness, training, or education games. The interpretation of the findings is that the reduction to just three types of CDGs reduces the capacity to communicate and think about learning outcomes and consequently reduces the outcomes that are intentionally achieved.
KW  - IT security education
KW  - Competence Developing Games
KW  - Game-based learning
KW  - Keyword analysis
KW  - Bloom’s Taxonomy
Y1  - 2021
U6  - http://dx.doi.org/10.1007/978-3-030-72132-9_6
N1  - ISAGA 2019 - International Simulation and Gaming Association Conference. 26-30 August 2019. Warsaw, Poland.

Part of the Lecture Notes in Computer Science book series (LNCS, volume 11988)
SP  - 61
EP  - 73
PB  - Springer
CY  - Cham
ER  -