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The Virtual Team Maturity Model
Ralf Friedrich developed an academically validated and process-oriented maturity model with emphasis on special needs of virtual teams. He provides criteria and indicators of performance for virtual teams and combines different approaches of maturity models into an overall framework to measure and develop virtual team performance.This book describes the development and validation of the Virtual Team Maturity Model (VTMM®) consisting of 11 processes for virtual team collaboration, defined by inputs, methods, outputs and Key Performance Indicators (KPIs) assigned to four maturity levels. The model supports an algorithm for calculating the maturity level of the team based on a set of questionnaires.
Health Behavior
The essential health behavior text, updated with the latest theories, research, and issues Health Behavior: Theory, Research and Practice provides a thorough introduction to understanding and changing health behavior, core tenets of the public health role. Covering theory, applications, and research, this comprehensive book has become the gold standard of health behavior texts. This new fifth edition has been updated to reflect the most recent changes in the public health field with a focus on health behavior, including coverage of the intersection of health and community, culture, and communication, with detailed explanations of both established and emerging theories. Offering perspective a...
Trust, Privacy and Security in Digital Business
This volume features the refereed proceedings of the 4th International Conference on Trust and Privacy in Digital Business. The 28 papers were all carefully reviewed. They cover privacy and identity management, security and risk management, security requirements and development, privacy enhancing technologies and privacy management, access control models, trust and reputation, security protocols, and security and privacy in mobile environments.
The Inverted Classroom Model
When the 1st German Inverted Classroom Conference was staged in 2012, the organizers thought that it may have been the first and last conference of this kind: Too few teachers seemed to be familiar with this model in the first place and only a tiny fragment of them would actually apply this model to their own teaching scenarios. However, in the 2013 conference, we were overwhelmed with a large number of teachers who not only wanted to find out about this teaching and learning concept but had already used it. Consequently, the focus of the 2nd German Inverted Classroom Conference to which this conference volume is dedicated was no longer the “installation” of the Inverted Classroom Model (ICM) but fine adjustments in the actual application of it. This is reflected in the contributions to this volume. Even though all three central aspects of the ICM are addressed, (1) content production and delivery, (2) testing, and (3) the in-class phase, there has been a shift away from mere content production towards an expansion of the model as well as a move towards fine adjustments of the three components.
