A Note on Generating a Power Basis over a Dedekind Ring

In this note, we show that the result [1, Proposition 5.2] is inaccurate. We further give and prove the correct modification of such a result. Some applications are also given.

Principals’ conceptions of teachers’ power basis: a phenomenographic study

Purpose The purpose of this paper is to describe the various ways in which a group of principals conceptualize the power basis of teachers within teacher–principal interactions. Design/methodology/approach The present study takes power as a potential to influence people as it was conceptualized in the taxonomy developed by French and Raven (1959/1968) and Raven (1993). This taxonomy was also used to discuss the conceptions emerged in the interview data. A total of 16 principals, 8 from public schools and 8 from private schools, were interviewed. Findings The phenomenographic analysis of the interviews with the 16 principals revealed five ways of understanding teachers’ power basis. These conceptions (in the form of categories of description) were: (a) the principal’s sense of reciprocity, (b) teachers’ field-specific knowledge, (c) teachers’ administrative experience, (d) teachers’ union affiliation and (e) teachers’ legal rights. Categories (a) and (b) were common to all the study’s participants. Category (c) was unique to participants from private schools, while categories (d) and (e) were unique to participants from public schools. Research limitations/implications Three topics – the subtler forms of legitimate power, the issue of teacher tenure and the influence of unions on the educational system – appeared to have potential for interesting future studies in the field of educational management. Practical implications There is an apparent need to include social power as a course component in preparatory programs for educational administrators. The revised power taxonomy, which took its final form after the revisions made by Raven (1993), appeared to be an adequate explanatory theory to understand the teachers’ bases of power, and as such, it can be used to structure the content of the course about power interactions in school settings. In addition, the Turkish Ministry of National Education should handle the issue of unions’ improper influence over the educational system and take necessary measures in order to maintain the effective functioning of public schools. Originality/value To date, subordinates’ bases of power as a research subject has apparently been ignored. The present study is the first to reveal variations in the ways that school principals conceptualize teachers’ basis of power. Although the study data were collected in one city in Turkey, the research implications drawn from its findings can inspire interest in this neglected field of study all around the world.

Heteronormativity in Norwegian Social Work Journals

The purpose of this review was to examine whether heteronormativity is reproduced or problematized within Norwegian social work journals. It is based on a study that explored how sexuality is addressed in social work journal articles and extends past reviews by also analysing heterosexuality. The data comprised of 572 articles published in the major Norwegian social work journals between 2002 and 2014. A keyword search and a thematic analysis was used to first determine how many articles addressed sexuality and second to develop a closer analysis of how sexuality was addressed in the identified articles. Queer theory guided the analysis. Findings revealed that heteronormativity was problematized in five of the six (1%) articles that addressed sexuality, indicating that heteronormativity is reproduced in Norwegian social work journals and that those in position in authority in the field of social work routinely deploy heterosexuality as a taken-for-granted resource. If power asymmetries are to be destabilized, strategies that counteract the power basis of the hegemonic norm are necessary, such as addressing the binary opposition of heterosexuality vs. non-heterosexuality, and naming heterosexuality.

On sextic integral bases using relative quadratic extention

Let $K=\mathbb{Q}(\theta)$ be a cubic number filed and $P(X)=X^3-aX-b$ ($a,b$ in $\ZZ$), the monic irreducible polynomial of $\theta$. In this paper we give a sufficient conditions on $a$,$b$ which ensure that $\theta$ is a power basis generator, also we give conditions on relative quadratic extension to be monogenic. As a consequence of this theoretical result we can reach an integral basis of some sextic fields which Neither algebraically split nor arithmetically split.

The limits of instrumentalizing disorder: Reassessing the neopatrimonial perspective in the Central African Republic

Assumptions about the political economy of African states predominantly centre on a dominant elite’s ability to stabilize power. A key assertion is that elites maintain clientelistic networks of rents and redistribution and in turn extend their control over their respective territories by instrumentalizing disorder. We challenge the assumption that disorder plays such a functional role. Largely drawing on data and fieldwork from the Central African Republic, we demonstrate the profoundly unproductive consequences of disorder that tend to be overlooked through current approaches to the political economy of African countries. We investigate how disorder impacts three dimensions of effective politics of domination: a set of elite groups that structure power in society, a political economy that redistributes its benefits through formal and informal networks, and the existence of functional centre–periphery ties across a territory. The article shows with regard to the Central African Republic that disorder has produced a small political elite that is largely unable to stabilize its power basis. We argue that certain African states are subject to forms of disorder that political elites cannot turn into an advantage.

Principals’ conceptions of their current power basis revealed through phenomenography

Purpose The purpose of this paper is to describe the variations in the ways that principals conceptualize their basis of power in schools. Design/methodology/approach Phenomenography was used as the research method of this study. The interviewees consisted of 16 principals, eight from public schools and eight from private schools. Findings The analysis of the interviews revealed eight ways of understanding a principal’s power basis. These potential power bases were: teachers’ sense of reciprocity; teachers’ sense of responsibility; organizational rules and regulations; principals’ deep knowledge and experience; in-service training; principals’ reputation for being fair and impartial; teachers’ sense of identification with their principal; and principals’ control over teachers’ employment. Participants from public and private schools held generally similar conceptions. The conception of in-service training remained limited to private school principals. The power basis of principals’ control over teachers’ employment was not emphasized but could still be perceived as a conception in certain statements by participants. Research limitations/implications Coercive power and legitimate power of reciprocity need to be investigated more thoroughly in the field of educational administration. Practical implications There is an urgent need for training for principals to raise their awareness of the adverse effect that coercive power has on teachers. Originality/value This study is the first known to explore variations in the ways that principals conceptualize their power basis.