We study the influence of technological efficiency and organizational inertia on the emergence of competition when firms decide myopically. Using an agent-based computer simulation model, we observe the competitive reaction of a former monopolist to the advent of a new competitor. While the entrant uses a new technology, the monopolist is free either to stick to his former technology or to switch to the new one. We find that?irrespective of details regarding the demand side?a change of industry leadership occurs only if the new (?disruptive?) technology is not too efficient and organizations are inert. (author's abstract) / Series: Working Papers SFB "Adaptive Information Systems and Modelling in Economics and Management Science"

Doctor of Philosophy / Disruptive behaviour in children and adolescents has a negative impact on their families, schools, and communities. Common treatments include medication, behaviour management, psychosocial and family programs in various combinations. These treatments have some success, but there is need for improvement in response and relapse rates following treatment. Yoga encourages participants to be actively and independently involved in their own treatment and self-management through respiratory awareness and manipulation, postures and cognitive control. Yoga practices have a positive effect on brain wave frequencies, glucose metabolism, neurotransmitter activity and the autonomic nervous system, all of which are affected in disruptive behaviour. In young people, yoga and similar mind body approaches have been shown to reduce hyperactivity, impulsivity and inattention, aggression and anxiety. However, many of the trials involving young people, took place up to three decades ago. This research needs to be revived and applied to the school environment where the problems are most evident and where inexpensive, non-intrusive and self-management strategies are needed. Aims and Design This controlled field study, using a within and between repeated measures design examined the impact of yoga on the behaviour of students aged 8-16 years, enrolled at special schools for disruptive behaviour with the New South Wales Department of Education, Australia. Of the seventy-eight participants (five female) enrolled in the study, sixteen students acted as their own controls, fifty–five participated in yoga intervention only and seven were in the control condition only. Altogether seventy-one (71) students participated in the yoga intervention and twenty-three (23) in the control condition. Methods The yoga intervention, a 13-week comprehensive program consisting of two to three 30-40 minute sessions per week, was taught by a qualified, experienced yoga teacher who was also a specialist teacher for behaviourally disordered students (PSJ). The control group experienced the standard school program provided by the special school. Control and yoga participants were pre- and post-tested on the Conners’ Teacher and Parent Rating Scales–Revised Long Version (CTRS-R: L, CRRS-R: L), the Test of Everyday Attention for Children (TEA-Ch), the Trait component of the State-Trait Anxiety Inventory (STAI) or the State-Trait Anxiety Inventory for Children (STAIC) and the Self Description Questionnaire I or II (SDQI &II). Behaviour observations were conducted using the Behaviour Assessment System for Children- Portable Observation Program (BASC-POP) in both the classroom (for control and yoga groups) and the yoga classes by blind independent observers and by the main researcher. School staff wrote comprehensive daily notes, in yoga classes and recorded students’ on- and off-task behaviours. Measures designed by the researchers consisted of the Feelings Faces Scale (FFS) that was completed after the last yoga class for the week by all students; a yoga survey (YS) requesting student perceptions of the benefits of yoga and Individual Assessments of Yoga Competence (IAYC) that were completed at the end of the yoga intervention by two subgroups. A Physical, Emotional and Mental States (PEMS) measure was administered prev and post-yoga sessions for a subgroup. Breathing patterns before, during and after the yoga relaxation session were recorded using Respiratory Inductive Plethysmography (RIP) bands in a subgroup and compared with three young people without disruptive behaviour. Results were analysed using the General Liner Model for all pre- and post-test measures. Mean scores were calculated for the FFS, the Yoga Survey and the IAYC. Visual analysis of the RIP results was conducted by researchers. Results Of 71 participants in the yoga group 12 (16.9%) attended from 7 to 10 classes; 36 (50.5%) attended from 11 to 20 classes and 23 (32.5%) attended from 21 to 35 classes. Total absences from the yoga classes (39.76%) were due to sickness and truancy (32.35%); lack of interest, (45.71%); work experience, home school visits or other school programs, (15.89%); and suspension from school (6.04%). Of the 33 students in the control group, 10 (32.35%) discontinued due to leaving the school (n=6) or truancy (n=4); 23 (67.65%) remained in the control group. Major findings were as follows: On the Conners’ Teacher Rating Scales Revised-: Long Version (CTRS-R: L), significant improvement over time was found for the yoga group (n=64) in the Oppositional subscale. No other significant changes were seen over time or in group by time interactions for the yoga (n=64) or the control groups (n=20). On the Conners’ Parent Rating Scales Revised-: Long Version (CRRS-R: L), significant improvements over time were seen in ten out of fifteen subscales for the control group (n=10) and deterioration in vi six subscales for the yoga intervention (n=16). Group by time interaction, favouring the control group was seen in thirteen subscales. Significant improvements on the Test of Everyday Attention for Children, (TEA-Ch) were seen on two subtests of focused attention and two subtests of sustained attention (one borderline) for the yoga group and two subtests of focused attention, two subtests of sustained attention and one of switching attention for the control group. No significant changes were observed on the State-Trait Anxiety Inventory (STAI) or the State-Trait Anxiety Inventory for Children (STAIC) nor on the Self Description Questionnaire I or II SDQ I & II) but pre-test levels were within normal limits. Subgroup analysis of the CTRS-R: L. of students who participated in over 20 classes (n=14) indicated more pronounced significance on the Oppositional subscale. On the Behaviour Assessment System for Children-Portable Observation Program, (BASC-POP) significant group by time interaction reductions were observed in oppositional behaviour with a trend in hyperactive behaviours favouring the yoga group in the classroom. Over time, the yoga group’s (n=19) classroom behaviours indicated significant reductions in impulsive behaviour and borderline reductions in hyperactivity and total ADHD behaviours. Numbers assessed on this measure were reduced due to one rater proving unreliable (and whose ratings were discarded) and due to technical problems. The control group (n=16) showed no significant changes in classroom behaviours. Subgroup analysis of the BASC-POP for students who acted as their own controls (n=8) indicated significantly less ADHD behaviours in yoga classes at the end of the program compared with all other assessment times. In the yoga classes (n=21) at the beginning of the intervention ADHD behaviours were 33% of classroom behaviours compared with 25% at the end (n=20) of the intervention. Staff observations of yoga classes indicated on-task behavioural descriptors outnumbered off-task descriptors by approximately 4:1. Weekly selfvii reports on the Feelings Faces Scale (n ≤ 35), immediately after yoga each week, showed an overall positive response in mood, enjoyment of the program, and confidence in yoga practice. Self-report on the Physical, Emotional, Mental States measure, showed significant positive changes in physical, emotional and mental states from the beginning of yoga sessions to the end of sessions in a subgroup of students (n≤13). The Yoga Survey indicated benefits for 63% to 80% of the respondents (n=27) in six out of the seven items. On the Individual Assessment of Yoga Competence students (n=11) scored a mean of 79.64 % (SD 9.44). Breathing patterns, for students with disruptive behaviour (n=7), indicated greater stability during the relaxation compared with before and to a lesser degree after the relaxation but were not as stable as the breathing patterns of students without disruptive behaviour (n=3) throughout the testing period. Discussion Yoga as an intervention for students enrolled at behaviour school appears to have immediate positive effects as perceived by students immediately after sessions, in observations of behaviour during the yoga class, in assessed ability during a yoga class and in the stabilizing effects on breathing effort during relaxation. Collecting data on a regular basis appears to be a method of overcoming spasmodic attendance and early withdrawal. Few significant results were found on standardized measures. Results on these tests were affected by a number of methodological issues such as (i) fluctuations in attendance, (ii) withdrawals from the program weeks before post-program assessments, and (iii) to the intervention not being long viii and intense enough for parents and teachers to perceive significant changes in the environments in which the students had been ‘acting out’ for most of their childhood.

Doctor of Philosophy / Disruptive behaviour in children and adolescents has a negative impact on their families, schools, and communities. Common treatments include medication, behaviour management, psychosocial and family programs in various combinations. These treatments have some success, but there is need for improvement in response and relapse rates following treatment. Yoga encourages participants to be actively and independently involved in their own treatment and self-management through respiratory awareness and manipulation, postures and cognitive control. Yoga practices have a positive effect on brain wave frequencies, glucose metabolism, neurotransmitter activity and the autonomic nervous system, all of which are affected in disruptive behaviour. In young people, yoga and similar mind body approaches have been shown to reduce hyperactivity, impulsivity and inattention, aggression and anxiety. However, many of the trials involving young people, took place up to three decades ago. This research needs to be revived and applied to the school environment where the problems are most evident and where inexpensive, non-intrusive and self-management strategies are needed. Aims and Design This controlled field study, using a within and between repeated measures design examined the impact of yoga on the behaviour of students aged 8-16 years, enrolled at special schools for disruptive behaviour with the New South Wales Department of Education, Australia. Of the seventy-eight participants (five female) enrolled in the study, sixteen students acted as their own controls, fifty–five participated in yoga intervention only and seven were in the control condition only. Altogether seventy-one (71) students participated in the yoga intervention and twenty-three (23) in the control condition. Methods The yoga intervention, a 13-week comprehensive program consisting of two to three 30-40 minute sessions per week, was taught by a qualified, experienced yoga teacher who was also a specialist teacher for behaviourally disordered students (PSJ). The control group experienced the standard school program provided by the special school. Control and yoga participants were pre- and post-tested on the Conners’ Teacher and Parent Rating Scales–Revised Long Version (CTRS-R: L, CRRS-R: L), the Test of Everyday Attention for Children (TEA-Ch), the Trait component of the State-Trait Anxiety Inventory (STAI) or the State-Trait Anxiety Inventory for Children (STAIC) and the Self Description Questionnaire I or II (SDQI &II). Behaviour observations were conducted using the Behaviour Assessment System for Children- Portable Observation Program (BASC-POP) in both the classroom (for control and yoga groups) and the yoga classes by blind independent observers and by the main researcher. School staff wrote comprehensive daily notes, in yoga classes and recorded students’ on- and off-task behaviours. Measures designed by the researchers consisted of the Feelings Faces Scale (FFS) that was completed after the last yoga class for the week by all students; a yoga survey (YS) requesting student perceptions of the benefits of yoga and Individual Assessments of Yoga Competence (IAYC) that were completed at the end of the yoga intervention by two subgroups. A Physical, Emotional and Mental States (PEMS) measure was administered prev and post-yoga sessions for a subgroup. Breathing patterns before, during and after the yoga relaxation session were recorded using Respiratory Inductive Plethysmography (RIP) bands in a subgroup and compared with three young people without disruptive behaviour. Results were analysed using the General Liner Model for all pre- and post-test measures. Mean scores were calculated for the FFS, the Yoga Survey and the IAYC. Visual analysis of the RIP results was conducted by researchers. Results Of 71 participants in the yoga group 12 (16.9%) attended from 7 to 10 classes; 36 (50.5%) attended from 11 to 20 classes and 23 (32.5%) attended from 21 to 35 classes. Total absences from the yoga classes (39.76%) were due to sickness and truancy (32.35%); lack of interest, (45.71%); work experience, home school visits or other school programs, (15.89%); and suspension from school (6.04%). Of the 33 students in the control group, 10 (32.35%) discontinued due to leaving the school (n=6) or truancy (n=4); 23 (67.65%) remained in the control group. Major findings were as follows: On the Conners’ Teacher Rating Scales Revised-: Long Version (CTRS-R: L), significant improvement over time was found for the yoga group (n=64) in the Oppositional subscale. No other significant changes were seen over time or in group by time interactions for the yoga (n=64) or the control groups (n=20). On the Conners’ Parent Rating Scales Revised-: Long Version (CRRS-R: L), significant improvements over time were seen in ten out of fifteen subscales for the control group (n=10) and deterioration in vi six subscales for the yoga intervention (n=16). Group by time interaction, favouring the control group was seen in thirteen subscales. Significant improvements on the Test of Everyday Attention for Children, (TEA-Ch) were seen on two subtests of focused attention and two subtests of sustained attention (one borderline) for the yoga group and two subtests of focused attention, two subtests of sustained attention and one of switching attention for the control group. No significant changes were observed on the State-Trait Anxiety Inventory (STAI) or the State-Trait Anxiety Inventory for Children (STAIC) nor on the Self Description Questionnaire I or II SDQ I & II) but pre-test levels were within normal limits. Subgroup analysis of the CTRS-R: L. of students who participated in over 20 classes (n=14) indicated more pronounced significance on the Oppositional subscale. On the Behaviour Assessment System for Children-Portable Observation Program, (BASC-POP) significant group by time interaction reductions were observed in oppositional behaviour with a trend in hyperactive behaviours favouring the yoga group in the classroom. Over time, the yoga group’s (n=19) classroom behaviours indicated significant reductions in impulsive behaviour and borderline reductions in hyperactivity and total ADHD behaviours. Numbers assessed on this measure were reduced due to one rater proving unreliable (and whose ratings were discarded) and due to technical problems. The control group (n=16) showed no significant changes in classroom behaviours. Subgroup analysis of the BASC-POP for students who acted as their own controls (n=8) indicated significantly less ADHD behaviours in yoga classes at the end of the program compared with all other assessment times. In the yoga classes (n=21) at the beginning of the intervention ADHD behaviours were 33% of classroom behaviours compared with 25% at the end (n=20) of the intervention. Staff observations of yoga classes indicated on-task behavioural descriptors outnumbered off-task descriptors by approximately 4:1. Weekly selfvii reports on the Feelings Faces Scale (n ≤ 35), immediately after yoga each week, showed an overall positive response in mood, enjoyment of the program, and confidence in yoga practice. Self-report on the Physical, Emotional, Mental States measure, showed significant positive changes in physical, emotional and mental states from the beginning of yoga sessions to the end of sessions in a subgroup of students (n≤13). The Yoga Survey indicated benefits for 63% to 80% of the respondents (n=27) in six out of the seven items. On the Individual Assessment of Yoga Competence students (n=11) scored a mean of 79.64 % (SD 9.44). Breathing patterns, for students with disruptive behaviour (n=7), indicated greater stability during the relaxation compared with before and to a lesser degree after the relaxation but were not as stable as the breathing patterns of students without disruptive behaviour (n=3) throughout the testing period. Discussion Yoga as an intervention for students enrolled at behaviour school appears to have immediate positive effects as perceived by students immediately after sessions, in observations of behaviour during the yoga class, in assessed ability during a yoga class and in the stabilizing effects on breathing effort during relaxation. Collecting data on a regular basis appears to be a method of overcoming spasmodic attendance and early withdrawal. Few significant results were found on standardized measures. Results on these tests were affected by a number of methodological issues such as (i) fluctuations in attendance, (ii) withdrawals from the program weeks before post-program assessments, and (iii) to the intervention not being long viii and intense enough for parents and teachers to perceive significant changes in the environments in which the students had been ‘acting out’ for most of their childhood.

Thesis (Ph.D.)--Kent State University, 2005. / Title from PDF t.p. (viewed July 25, 2006). Advisors: William L. Shanklin, Marvin Troutt. Keywords: disruptive technologies, radical technological change, incremental technological change, case study methodology, strategic response. Includes bibliographical references (p. 144-149).

Thesis (Ph.D.)--University of Florida, 2004. / Typescript. Title from title page of source document. Document formatted into pages; contains 128 pages. Includes Vita. Includes bibliographical references.

Thesis (M.S.)--University of Florida, 2004. / Typescript. Title from title page of source document. Document formatted into pages; contains 49 pages. Includes Vita. Includes bibliographical references.

Este estudo tem como tema a relação entre práticas de gestão de pessoas, modernidade organizacional e inovação disruptiva. Seu objetivo é o de construir um framework, identificando o grau de importância das práticas de gestão de pessoas, práticas de modernidade organizacional e práticas de inovação disruptiva, adotadas pelas empresas reconhecidas pelo Programa Gaúcho da Qualidade e Produtividade (PGQP), através do Prêmio Qualidade RS (18ª edição – ano 2013 e 19ª edição – ano 2014), analisando as relações entre elas. Conta com a aplicação de metodologia quantitativa, com escopo descritivo. A estratégia de pesquisa utilizada é do tipo survey. Os procedimentos metodológicos empregados para a análise dos dados envolveram testes estatísticos univariados e multivariados. Na análise exploratória dos dados, inicialmente foram analisados quanto à existência de outliers, e quanto ao atendimento dos princípios da análise da normalidade, linearidade, multicolinearidade e homocedasticidade (KLINE, 1998; MAROCO, 2010). Também foi utilizada a análise fatorial exploratória. Do ponto de vista científico, foi possível identificar que as práticas de gestão de pessoas possuem correlação positiva com a inovação disruptiva; com a modernidade organizacional e, por fim, a modernidade organizacional tem correlação positiva com a inovação disruptiva. Assim, entende-se que as práticas de gestão de pessoas, afetando positivamente a motivação e satisfação no trabalho, trarão características de modernidade organizacional às empresas, resultando em inovação disruptiva, ou seja, uma inovação que trará vantagens às empresas em termos de maior produtividade e qualidade nos processos, de acordo com os resultados encontrados e com os autores estudados. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-06-12T14:04:23Z No. of bitstreams: 1 Tese Rosecler Maschio Gilioli.pdf: 1791799 bytes, checksum: 2334b89136730a09d22d188486dcc47e (MD5) / Made available in DSpace on 2015-06-12T14:04:23Z (GMT). No. of bitstreams: 1 Tese Rosecler Maschio Gilioli.pdf: 1791799 bytes, checksum: 2334b89136730a09d22d188486dcc47e (MD5) / This study has as its theme the relationship between people management practices, organizational modernity and disruptive innovation. Its goal is to build a framework, identifying the degree of importance of people management practices, practices of organizational modernity and disruptive innovation practices adopted by companies recognized by the Programa Gaúcho da Qualidade e Produtividade (PGQP), via the Prêmio Qualidade RS (18th Edition – year 2013 and 19th Edition – year 2014), analyzing relations between them. Account with the application of a quantitative methodology, with a descriptive scope. The search strategy used is of type survey methodological procedures employed for data analysis Univariate and multivariate statistical tests involved. Exploratory analysis of data, initial data were analyzed regarding the existence of outliers, and as for the attendance to the principles of analysis of normality, linearity, multicollinearity and homogeneity. From a scientific point of view, it was possible to identify which people management practices have positive correlation with disruptive innovation; with the organizational modernity and, lastly, the organizational modernity has positive correlation with disruptive innovation. Thus, it is understood that people management practices affecting positively the motivation and job satisfaction, will bring features of organizational modernity enterprises, resulting in disruptive innovation, namely, an innovation that will bring advantages to companies in terms of greater productivity and quality procedures, whose findings corraboram with the results found with the authors studied.

Este estudo tem como tema a relação entre práticas de gestão de pessoas, modernidade organizacional e inovação disruptiva. Seu objetivo é o de construir um framework, identificando o grau de importância das práticas de gestão de pessoas, práticas de modernidade organizacional e práticas de inovação disruptiva, adotadas pelas empresas reconhecidas pelo Programa Gaúcho da Qualidade e Produtividade (PGQP), através do Prêmio Qualidade RS (18ª edição – ano 2013 e 19ª edição – ano 2014), analisando as relações entre elas. Conta com a aplicação de metodologia quantitativa, com escopo descritivo. A estratégia de pesquisa utilizada é do tipo survey. Os procedimentos metodológicos empregados para a análise dos dados envolveram testes estatísticos univariados e multivariados. Na análise exploratória dos dados, inicialmente foram analisados quanto à existência de outliers, e quanto ao atendimento dos princípios da análise da normalidade, linearidade, multicolinearidade e homocedasticidade (KLINE, 1998; MAROCO, 2010). Também foi utilizada a análise fatorial exploratória. Do ponto de vista científico, foi possível identificar que as práticas de gestão de pessoas possuem correlação positiva com a inovação disruptiva; com a modernidade organizacional e, por fim, a modernidade organizacional tem correlação positiva com a inovação disruptiva. Assim, entende-se que as práticas de gestão de pessoas, afetando positivamente a motivação e satisfação no trabalho, trarão características de modernidade organizacional às empresas, resultando em inovação disruptiva, ou seja, uma inovação que trará vantagens às empresas em termos de maior produtividade e qualidade nos processos, de acordo com os resultados encontrados e com os autores estudados. / This study has as its theme the relationship between people management practices, organizational modernity and disruptive innovation. Its goal is to build a framework, identifying the degree of importance of people management practices, practices of organizational modernity and disruptive innovation practices adopted by companies recognized by the Programa Gaúcho da Qualidade e Produtividade (PGQP), via the Prêmio Qualidade RS (18th Edition – year 2013 and 19th Edition – year 2014), analyzing relations between them. Account with the application of a quantitative methodology, with a descriptive scope. The search strategy used is of type survey methodological procedures employed for data analysis Univariate and multivariate statistical tests involved. Exploratory analysis of data, initial data were analyzed regarding the existence of outliers, and as for the attendance to the principles of analysis of normality, linearity, multicollinearity and homogeneity. From a scientific point of view, it was possible to identify which people management practices have positive correlation with disruptive innovation; with the organizational modernity and, lastly, the organizational modernity has positive correlation with disruptive innovation. Thus, it is understood that people management practices affecting positively the motivation and job satisfaction, will bring features of organizational modernity enterprises, resulting in disruptive innovation, namely, an innovation that will bring advantages to companies in terms of greater productivity and quality procedures, whose findings corraboram with the results found with the authors studied.

An average Swede buys 13 kilograms textile material every year, but an average Swede also throws away 8 kilograms every year. Adding a layer of exponential growth, I wonder what will happen with these numbers over the years and more importantly – how will it affect the emotional life of the consumer? Over the years I have developed an interest in the systemic entanglement of fashion – mainly as the urgency to create systemic shifts only has increased.  Fashruption is a happy marriage of the words fashion and disruption, and forms the title for this travelogue, exploring what a fashruption could be. Fashion – that adorns the bodies to showcase the self in the social. A phenomenon in constant dynamic flow of becoming, that thrives on an expiration date. And disruption – that perhaps can release space for a renegotiation on the ways we create identities and consume fashion. But what kind of disruption has the power to challenge current behaviours? This project is divided into two parts; first a problem setting design process focusing on exploring emotional logics (or illogics) that fashion is intertwined with, extracting reflections on relationships between production–consumption–creation of identities–waste. Secondly, a fashruption is suggested to be a large-scale campaign directed towards people with future-orientated momentum. It will present a strategy proposing ideas of designed material that gives space for self-reflection at the same time building knowledge, aiming to construct publics – who has the possibility to renegotiate the terms upon which they live.

This Master's Thesis is focused on technological foresight in the banking industry in Europe. It includes consecutive two parts. The first one is theoretical and focuses on defining the terms necessary for the development of technological foresight, stated criteria, triggers and terms necessary for the development of analysis of potential technological problems and their solutions. The second part is practical and it includes the technological foresight, analysis of trends that will disrupt banking and introduce a vision of personal banking product of the future. A comparison of product vision to current trends and if those can be considered disruptive follow this part. The last part of the thesis includes diffusion criteria of innovation as according to the Rogers's Model, a set of triggers after which the defined investment fund can consider an investment into technology, and an analysis of potential technological issues with proposed solutions.