We develop a dimension theory for D-semianalytic sets over an arbitrary non-Archimedean complete field. Our main results are the equivalence of several notions of dimension and a theorem on additivity of dimensions of projections and fibers in characteristic 0. We also prove a parameterized version of normalization for D-semianalytic sets.

The theory of algebraically closed non-Archimedean valued fields is proved to eliminate quantifiers in an analytic language similar to the one used by Cluckers, Lipshitz, and Robinson. The proof makes use of a uniform parameterized normalization theorem which is also proved in this paper. This theorem also has other consequences in the geometry of definable sets. The method of proving quantifier elimination in this paper for an analytic language does not require the algebraic quantifier elimination theorem of Weispfenning, unlike the (...) customary method of proof used in similar earlier analytic quantifier elimination theorems. (shrink)

Prior research has demonstrated that issues in leadership problems can lead to both negative organisational outcomes and unethical practices at work, such as bullying and counterproductive behaviours. This study investigates the association of bullying with paternalistic leadership dimensions (i. e. creating family atmosphere at work, maintaining individualised relationships, non-work involvement, loyalty seeking and maintaining authority). Seven hundred and fifteen questionnaires were collected from employees in Turkish workplaces. Confirmatory factor analyses were used to examine the bullying phenomenon and paternalistic leadership with (...) respect to their dimensions. Hierarchical regression analyses revealed that ' expecting loyalty in exchange for nurture at work* relates positively with the experience of bullying. In contrast, findings indicated a negative association between leadership involving ' behaving like a senior family member at work' and bullying. Plausible explanations of the findings were discussed by referring to relevant ethical climate literature. (shrink)

The aim of this research was to determine the degree to which undergraduate students’ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. (...) Within an ex post facto design by selection, 1036 university students completed validated questionnaires using an online tool. Several multivariate analyses were conducted. Results showed that the combination of self-regulation and external regulation can be ordered as levels along a five-point scale or heuristic. These levels linearly determine type of learning approach, academic achievement and satisfaction. Implications are established for quality and improvement of the teaching and learning process at university. (shrink)