Noncommutative generalizations of theorems of Cohen and Kaplansky

This paper investigates situations where a property of a ring can be tested on a set of "prime right ideals." Generalizing theorems of Cohen and Kaplansky, we show that every right ideal of a ring is finitely generated (resp. principal) iff every "prime right ideal" is finitely generated (resp. principal), where the phrase "prime right ideal" can be interpreted in one of many different ways. We also use our methods to show that other properties can be tested on special sets of right ideals, such as the right artinian property and various homological properties. Applying these methods, we prove the following noncommutative generalization of a result of Kaplansky: a (left and right) noetherian ring is a principal right ideal ring iff all of its maximal right ideals are principal. A counterexample shows that the left noetherian hypothesis cannot be dropped. Finally, we compare our results to earlier generalizations of Cohen's and Kaplansky's theorems in the literature.Comment: 41 pages. To appear in Algebras and Representation Theory. Minor changes were made to the numbering system, in order to remain consistent with the published versio

Implementation Failures as Learning Pathologies

This is the author accepted manuscript. The final version is available from Palgrave Macmillan via the DOI in this recordIn many ways, the study of implementation is the study of policy failure. After all, scholarly preoccupation with the causes of policy pathologies motivated the first wave of implementation studies in the post-war decades (Derthick 1972; Pressman and Wildavsky 1973). Examination of policy learning has followed a similar trajectory. The first (and now classic) studies linking learning and policy change were central to the serious efforts to create a systematic approach to policy sciences (Deutsch 1966; Heclo 1974; Lindblom 1965). Recent developments re-appraising policy learning, and in particular spotlighting its varieties and its limitations, enable a clearer connection with implementation fiascos (Howlett 2012; Dunlop and Radaelli 2013, 2018). New conceptualisations of policy learning point to the importance of scope conditions which render learning deep or shallow, functional or dysfunctional (Dunlop 2017). In this chapter, the implementation failure-policy learning nexus is explored at three analytical levels: micro level of individual policy actors; meso level of groups and organisational bodies; and finally, the macro, systemic level