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Prosociality is considered important in the study of offenders and associated cognitive skills: theory of mind, empathic understanding and moral reasoning, are said to enable self-control and reduce the risk of offending behaviours. Previous research has made associations between these skills and executive functioning; however, research into a link between them, in an offending population, is limited. The paper aims to discuss this issue.

To further understand the practicalities of this, the present study considered the predictive abilities of the constructs believed to underpin executive functioning: working memory, cognitive flexibility and inhibitory control, in relation to theory of mind, empathic understanding and moral reasoning. In total, 200 male and female offenders completed measures in all six constructs.

Using path analysis working memory was demonstrated to be predictive of theory of mind and empathic understanding, cognitive flexibility was found to be predictive of theory of mind, and inhibitory control was found to be predictive of theory of mind, empathic understanding and moral reasoning.

The study focussed on offenders serving a custodial sentence of six months or less and did not differentiate between crime categories or take into consideration the socio-environmental backgrounds or ethnicity. Therefore, considering these things could further establish the generalisability of the current findings. It is noted that the more focussed the intervention is to the specific needs of an offender, the greater the impact will be. Therefore, pre-screening tests for the constructs discussed may be able to more accurately assess an offenders’ suitability for a programme, or indeed tailor it to meet the specific needs of that person.

These findings may enable practitioners to more accurately assess offenders’ suitability for interventions aimed at reducing offending behaviours by improving levels of prosociality and develop more focussed programmes to meet the specific needs of individual offenders to reduce re-offending.

As recommended in the study, a more tailored approach to offender rehabilitation may be a potential aid to reducing levels of recidivism.

The present study adds to the literature as it is the first to consider whether the constructs of executive functioning can predict levels of theory of mind, empathic understanding and moral reasoning and so provide a more accurate method in assessing the cognitive abilities of offenders prior to participation in rehabilitative interventions.

Introduces the theory of signs and sees it as being rooted in behaviourism. Outlines classical conditioning as developed by Pavlov. Considers the theory of signs in a Peircean manner where it has great generality, and provides illustrations of this approach. Then discusses the Quine approach and his thinking in relation to behaviourism. Introduces the mind‐body problem as one of the traditional problems of philosophy. Reviews the question as to the nature of the mind as a system with consciousness. Presents a series of questions set by Levinson, based on Feigl’s definition, and considers their relevance and contribution to the theory.

Impairments in social cognitions in schizophrenia are increasingly reported in the last decade but only a few studies have come from Asia. The objective of the study was to evaluated emotion perception, theory of mind and social knowledge in people with schizophrenia compared to healthy controls. Participants were 36 clinically stable outpatients with schizophrenia and 36 normal controls with comparable age and level of education. We administered general neurocognition test (the Addenbrooke's Cognitive Examination), emotion perception (the Faces Test), theory of mind (the Eyes Test) and social knowledge (the Situational Features Recognition Test; SFRT). Schizophrenia patients displayed obvious impairment in all three social cognition domains i.e. the Faces Test [13.7 (2.9) vs 15.7 (1.9), P=0.001], the Eyes Test [18.9 (4.4) vs 23.5 (4.4), P<0.001] and SFRT [0.85 (0.09) vs 0.9 (0.05), P=0.002]. The performances on three social cognition tests did not correlate with positive symptoms. Only the Faces Test seemed to be related to negative symptoms. The results demonstrated that there are deficits of social cognitions in schizophrenia even in a clinically stable population.

The education of children with autism spectrum conditions deserves a fresh look, for several reasons. First, it is unclear whether some approaches ‐ such as applied behavioural analysis (ABA) ‐ are simply shaping behaviour but not fundamentally leading to conceptual development. Second, educational methods which depend on external reinforcement or reward are ethically questionable so methods that are intrinsically rewarding would be preferable. Third, many educational approaches to autism have proceeded without a clear theoretical rationale. This article summarises a new two‐factor psychological theory of autism spectrum conditions, presents some examples of educational methods that are based on this theory, and that are intrinsically rewarding and argues that such methods may be more autism‐friendly.

This paper aims to examine the feasibility of artificial intelligence (AI) performing as chief executive officer (CEO) in organizations.

The authors followed an explorative research design – classic grounded theory methodology. The authors conducted face-to-face interviews with 27 participants that were selected according to theoretical sampling. The sample consisted of academics from the fields of AI, philosophy and management; experts and artists performing in the field of AI and professionals from the business world.

As a result of the grounded theory process “The Vizier-Shah Theory” emerged. The theory consisted of five theoretical categories: narrow AI, hard problems, debates, solutions and AI-CEO. The category “AI as a CEO” introduces four futuristic AI-CEO models.

This study introduces an original theory that explains the evolution process of narrow AI to AI-CEO. The theory handles the issue from an interdisciplinary perspective by following an exploratory research design – classic grounded theory and provides insights for future research.

In the literature there is very little exploration on how the Tibetan approach in leadership may be relevant for management. Here, for the first time, the paper discusses the ancient yet continuing practice of succession in leadership of the Kagyu Karma School of Tibetan Buddhism within the context of management practices. In so doing, the author suggests a theory of continuous consciousness for succession in leadership.

A multi‐method design is utilized in the research paper. First, the biographical literature on the 17 Karmapas is reviewed and content analyzed for insights: Who is the Karmapa? Second, the author, through a process of planned personal, activity‐based research, including field visits of ritual ceremonies, gathers insights on the Karmapa leadership in action. Furthermore, he was invited to host for HH The 17th Gyalwa Karmapa Trinley Thaye Dorje a forum on, “Living a Meaningful Life in the Contemporary Age”. Third, comparative analyses of tenure of leadership are made of different succession approaches: Karmapa versus other systems of succession, for example Chinese dynastic system (Yuan, Ming, Qing and Chinese Communist Party) are presented. Fourth, traits in the leadership of the Karmapa are portrayed: symbolically, the divine parasol through a rare photograph. A parallel symbolism of leadership, especially the motif of the Sun is drawn between the Tibetan Karmapa and Han Chinese Mao Zedong. For this, the artistic method of montage is utilized to the findings. Fifth, drawing upon research on psychology (nineteenth century German psychologist, Ebbinghaus), the author suggests the memory tests employed by the Tibetans for selection of successor have some scientific basis. Finally, in discussion on corporate vision; from a review of past biographies of 16 Karmapas and for the first time a taxonomical portrayal of the visionary experiences of His Holiness is presented.

The continuity in the leadership of the Karmapas over almost 912 years (1100 BCE to present) is certainly one of the most remarkable in the history of mankind. It is the longest lineage of spiritual leaders within the Chinese minority, of the Tibetan culture. Among the theory of leadership, the case of Karmapa reinforces strongly the role of personality traits. Every Karmapa, including the present 17th has to manifest certain traits or signs to gain continuing acceptance as leader of the spiritual community. In a very sharp contrast to the very short tenure of American CEOs (statistically, graphically presented), the tenure of leadership for Kagyu Karma School of Buddhism is life‐long. Indeed, uniquely as a Tibetan practices in succession, multi‐lifetimes. In this paper, the author discusses how modern corporations may draw insights from this as unique case of institutionalizing the sustainability of leadership. Perhaps, there is a case for expanding the current paradigm of leadership research?

This paper highlights the value of management learning through research from ancient religious or spiritual traditions. In this case, the focus is on leadership succession and it is hoped this paper will foster inter‐disciplinary (management and spirituality) research by scholars.

The purpose of this paper is to explore the potential of lesson study for the development of a science of teaching cast in the form of John Dewey's “laboratory model” of learning to teach.

The early sections compare the “laboratory” with the “apprenticeship” and “rationalist” models of learning to teach, which emphasise the primacy of practice and theory respectively. The unity of theory and practice embodied in the “laboratory model” is outlined, linking the development of teachers’ theoretical understanding with the development of their practice. A distinction between pedagogy and teaching is drawn. The later sections examine the potential of lesson study to develop as a teachers’ based pedagogical science, particularly when informed by variation theory. The paper concludes by suggesting ways in which different theories of learning can be integrated into learning study, and points to ways in which particular studies can contribute to the systematic construction of pedagogical knowledge.

There can be no pedagogy without casting teaching as an experimental science, in which pedagogical theories are appropriated, tested and further developed as a source of pedagogical principles. Pedagogy therefore consists of a science of teaching in which teachers actively participate in knowledge construction. Lesson study when informed by an explicit learning theory, such as variation theory, provides a strong basis for the development of a practitioner‐based science of teaching.

The paper creates original links across disparate work in the field of teaching and learning.

Using the backdrop of an (apparently) extended visit to the West Indies, analogies with key concerns of internal audit are drawn. An unusual and refreshing way of exploring the main themes ‐ a discussion between Bill and Jack on tour in the islands ‐ forms the debate. Explores the concepts of control, necessary procedures, fraud and corruption, supporting systems, creativity and chaos, and building a corporate control facility.

Using the backdrop of an (apparently) extended visit to the West Indies, analogies with key concerns of internal audit are drawn. An unusual and refreshing way of exploring the main themes ‐ a discussion between Bill and Jack on tour in the islands ‐ forms the debate. Explores the concepts of control, necessary procedures, fraud and corruption, supporting systems, creativity and chaos, and building a corporate control facility.

Autism spectrum disorders (ASD) are heterogeneous disorders, and heterogeneity lies both at genetic and phenotypic levels. To better understand the etiology and pathway that may contribute to autism symptomatology, it is important to study milder expressions of autism characteristics – autistic traits or milder expressions of autism phenotype, especially in intergenerational context. This study aims to see the trend of association, if any, between child autism symptom and mothers’ autism phenotype as well as mothers’ theory of mind and to see if mothers’ theory of mind was associated with their own autistic traits.

Data were collected from 96 mothers of children with varying symptom severity of autism (mild, moderate and severe) using Autism Spectrum Quotient and faux pas recognition test. Analysis of variance, trend analysis and t-test were done.

Results showed a linear trend of relationship between mothers’ autism phenotype and child symptom severity. However, the groups did not have significant differences in theory of mind. Only a few components of theory of mind were found to be associated with autistic traits. These findings question the prevailing idea that theory of mind can be a reliable endophenotype of autism.

There has been a lack of research assessing the possible link between parents’ autism phenotype and symptom severity of ASD children. This study is a preliminary step towards that direction. This study indicates a probability of shared genetic liability between mothers and offspring, which would have important consequences for understanding the mechanisms that lead to autism.

This study offers implications for treatment planning of those with clinical ASD. An awareness of parental factors is critical for any holistic intervention plan when a family seeks treatment for their child. This study suggests that while individualising interventions, clinicians may consider possible presence of high levels of autistic traits and related cognitive features present in the probands’ parents.

There has been lack of research assessing the possible link between parents’ autism phenotype and symptom severity of ASD children. This study, even though preliminary, is a step towards that direction. This study suggests that autism traits might be influenced by common genetic variation and indicates a probability of shared genetic liability between mothers and offspring, which would have important consequences for understanding the mechanisms that lead to autism.