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The global prevalence of social media and its potential to cause polarization are highly debated and impactful. The previous literature often assumes that the ideological bias of any media outlet remains static and exogenous to the polarization process. By studying polarization as a whole from an ecosystem approach, the authors aim to identify policies and strategies that can help mitigate the adverse effects of polarization and promote healthier online discourse.

To investigate online polarization, the authors perform a systematic review and analysis of approximately 400 research articles to explore the connection between cognitive bias and polarization, examining both causal and correlational evidence. The authors extensively evaluate and integrate existing research related to the correlation between online polarization and crucial factors such as public engagement, selective exposure and political democracy. From doing so, the authors then develop a PolarSphere ecosystem that captures and illustrates the process of online polarization formation.

The authors' review uncovers a wide range of associations, including ideological cognition, bias, public participation, misinformation and miscommunication, political democracy, echo chambers and selective exposure, heterogeneity and trust. Although the impact of bias on social media polarization depends on specific environments and internal/external conditions, certain variables exhibit strong associations across multiple contexts. The authors use these observations as a basis from which to construct PolarSphere, an ecosystem of bias-based polarization on social media, to theorize the process of polarization formation.

Based on the PolarSphere ecosystem, the authors argue that it is crucial for governments and civil societies to maintain vigilance and invest in further research to gain a deep comprehension of how cognitive bias affects online polarization, which could lead to ways to eliminate polarization.

Literature and legend features many dangerous female characters. However, in fiction (and in film), it is the male psychopath who dominates. In the scientific literature, research into psychopathy in men also dominates. Studies of the nature and treatment of this severe personality disorder in women are sparse and little is known or agreed about its presentation in this group. Consequently, psychopathy is not routinely assessed in women and the harmful potential of some can be overlooked leading to failures in the management of risk, especially towards partners and children. The purpose of this paper is to explore how psychopathic women manifest the traits of their disorder compared to men.

This paper focuses on the representation of women in fiction who appear to demonstrate psychopathic traits. Several relevant works of fiction will be identified but three texts are described in detail and their female characters and storylines explored.

Gender differences and practice implications are highlighted. Specifically, the paper explores the nuanced ways in which women execute their harmful conduct on others and their most likely relationships with the victims of their aggression; comparisons with men are drawn throughout. Further, comparisons are drawn between the psychopathic female characters created by men and women writers.

The study of psychopathic women in fiction is an invaluable adjunct to empirical research as a way of understanding the phenomenology of psychopathy in this group.

This paper is the first to examine the representation of psychopathic women in fiction and to propose the value of fiction in the study of this particular group of clients.

IN last month's Library World attention is drawn to the subject of literary history and its teaching by Mr. Sayers, who points out some weak points in the syllabus and examination scheme of the Library Association. His remarks recall the fact that this subject has always been a difficult and rather inflammable one to tackle, because wrapped up in it is that other exciting question of Language, which must be taken in connection with Literature when considered as a teaching subject. We understand that the Literary History syllabus of the L.A. is merely a compromise, which arose out of a tangle caused by the language difficulty. The draft scheme for the teaching of Literary History which was first submitted, provided for a very strict limitation of the subject to the great authors of all nations, according to a list which had been prepared. This scheme proposed to get over the language difficulty by allowing for all purposes the use of text‐books and translations in English, because it was felt to be utterly ridiculous to expect students to be equipped with first‐hand knowledge of Homer, Dante, Hafiz, Confucius, the Vedas, Moliére, Cervantes, Schiller, Virgil, Tolstoy, and other great authors. This proposal, which would have limited the requirements of the examination to a biographical and critical knowledge of about 300 or 400 of the greatest authors of all times, was rejected, and in its place was adopted the compromise to which Mr. Sayers and many others object. This compromise on the face of it, limits the examination to English Literature only, but, when more closely scanned, it will be found also to demand a most extraordinary knowledge of all kinds of foreign authors, in a form which has not yet been systematically recorded. Apart from this, the dimensions of an unlimited survey of English Literature are enormous, because there is no attempt at definition. All that can be gathered from the actual Examination Papers is that the examiners have largely confined themselves to the purely critical side of the subject. But students are not told that modern technical and scientific literature is excluded, nor is any indication given which will show that it is the “literature of power,” and not of “knowledge,” in which candidates are expected to be proficient. Now, it is perfectly well known to every reader that not 1 per cent. of the books published is literature at all. The output of printed matter all over the world consists mostly of Lamb's “books which are not books”—text‐books, ephemera, rubbish in general, and other nondescript essays in typographical art—which have no real place in a Literary History Syllabus. It was to get over this anomaly, and equip students with the knowledge mostly required in libraries—an acquaintance with “books which are not books”—that the original draft scheme for the Literary History syllabus imposed a limitation which should prove effective in confining the examination to pure literature, and relegating the literature of knowledge to the sections devoted to Bibliography and Book Selection. In the present Syllabus, as revised, this distribution actually takes place, but with an extraordinary degree of overlapping which makes it necessary for a candidate to pass thrice in Literary History! He must first pass in Section I. Literary History, which demands among many other things a “knowledge of the editions and forms in which the works of the authors have been published.” Good. No limitation here, and any examiner would, accordingly, be perfectly fair and within his rights in asking for bibliographical details of Cocker's Arithmetic or Buchan's Domestic Medicine. Again, in Section II., Elements of Practical Bibliography, we have a demand for knowledge of book selection, the best books and periodicals, and courses of reading. Here, once more, no limitation, and again an examiner could ask when the first edition in English of the “Arabian Nights” was published,or what is the best edition of Cædmon or the Koran. Finally, in Section V., Library History and Organization, the same requirements are set forth, without any limitation, and candidates are evidently expected to possess a full knowledge of all literature before they can obtain a certificate. All this is very confusing and absurd, and gives point to every complaint which has been uttered against this part of the scheme of examinations. After all, a dilletante, gossipy, pseudo‐critical acquaintance with literary history is of very‐little practical value, compared with exact bibliographical knowledge concerning great authors and their works. For this reason we think the Association should carefully revise its Syllabus, and adopt a better‐proportioned and more equitable distribution of the subject. Section I. certainly requires strict limitation within reasonable bounds, and it ought to be confined to a working knowledge of the chief authors of the world according to a carefully prepared list of names. This should demand knowledge of biographical and critical facts, plus enough of bibliographical detail regarding titles to satisfy an examiner. Failing this, a list of authors, periods, or subjects selected for study and examination should be issued every year before the examination; but a fixed limitation to begin with would, we think, be better.

New paradigms in science and in management are recognizing that consciousness pervades the evolving order of the natural world and is the essential foundation for organizational transformation. We describe seven properties of a consciousness‐based organization: efficiency on a par with nature’s principle of least action; spontaneous and frictionless coordination; creative inspiration akin to artistic genius; doing well by doing good: prosperity and social value; harmony with the natural environment; spontaneous change in an evolutionary direction; and leadership which promotes full human development. Specific practices to develop consciousness in organizations are identified. These qualities and practices are illustrated through a fictional story of a manufacturer of top quality, environmentally friendly solar energy technologies.

This chapter investigates the phenomenon of teachers' “entitled attitude” that manifested itself as resistance to change in the midst of a curricular reform in the Indian school context. For teachers long socialized into a teacher-centered culture, the change expected was nothing less than a paradigm shift in the Kuhnian sense. However, conclusions drawn from studies involving cursory surveys and teacher observation pinned the problem to teachers' “entitled attitude,” an unwillingness to exert themselves beyond the minimum level required by school policies. This view reflects a lack of acknowledgement of teachers as persons with values and the capacity to think and feel as potential agents of community practices such as schooling. My study investigates the wider sociocultural historical and political basis of teachers' putative “entitled attitude” informed by Lev Vygotsky's dialectical approach. It accesses the interrelated history of a teacher at a number of levels using the teacher's life history to create the narrative. This “genetic” analysis helps illuminate what the curricular change means to teachers inside out. The findings are used to unravel the nature of support that would help teachers realize their agency and sway them from using entitlement as a compensatory mechanism to deflect change.

Scientists are constructing knowledge about global warming by adapting evidence-based disciplines to reflect the Precautionary Principle. It is equally important to communicate the complexities and uncertainties underpinning global warming because inappropriate vehicles for giving accounts could result in defensive decisions that perpetuate the business-as-usual mindset: the method of communication affects how the risk associated with global warming is socialised. Appropriately constructed accounts should facilitate reflective communicative action. Here Beck's theorisation of risk society, Luhmann's sociological theory of risk and Gandhi's vehicle of communicative action (or satyagraha) are used to construct a risk-based accountability mechanism, whilst providing insight into Schumacher's concept of total accountability. These accountability constructs will be illustrated through the lived experiences of South Australian citrus horticulturists in the context of a richly layered narrative of competing discourses about global warming. The reiterative process of theory informing practice is used to construct a couple of dialogical vehicles of accountability.

Though there is emerging research that induces a postulation for a Vedic–Buddhist (V–B) cultural cluster, good theory development requires not only generalizability but also strong explanation. This paper aims to address the explanation gap to strengthen emerging theory development.

Religion-derived spiritual philosophy travel is traced from historical origins in India to contemporary Japanese management practice and its underpinning values.

The enhanced explanation developed in this paper finds a clear trace of spiritual values with roots in India surfacing in contemporary Japanese management as identified in extant cross-cultural management (CCM) literature.

This paper offers important explanation to strengthen emerging theory on the novel idea of a V–B CCM cluster.

The strengthening of explanation for emerging theory adds to the case for modification of the traditional CCM meta-narrative that has positioned India and Japan in separate cultural clusters.

Strengthening the postulation of a V–B cultural cluster potentially lubricates foreign investment from Japan to India contributing to achievement of United Nations Sustainable Development Goal no. 17 that pertains to international partnerships. Additionally, the findings raise questions for public policymakers who in modern times occlude religion from the public sphere.

This paper offers novel explanatory perspectives for emerging CCM theory, potentially expanding the spiritual philosophy avenue of management research.

Purpose: This paper examines beef consumption practices in two villages of Tamil Nadu, India. It inquires into how the upper castes create spatial boundaries to separate the inside from the outside in their consumption of beef.

Methodology: The research was carried out in two villages of Kariacheri and Pudupattinam located in the Kanchipuram district of Tamil Nadu, India. We conducted 70 in-depth interviews, and observed beef buying and consumption practices.

Findings: The research shows how the upper castes separate the inside from the outside and surreptitiously consume beef. Dalits or untouchables are unable to create such separations, and as a result are stigmatized and ostracized. Moreover, the distinction between the inside and the outside is not fixed but is in a state of transition.

Originality and value: This study offers insights into how stigma is defined by spatial boundaries. These insights help to understand purity, pollution, and stigma in consumption practices as ongoing processes that are often created to justify social divisions and discriminatory practices.

The purpose of this paper is to explore the origin of economics as a separate science.

A very comprehensive approach is presented for determining the origin of economics as a science. Three kinds of inter‐related issues are discussed: how to interpret and evaluate earlier, particularly ancient, writings, the specification of the requirements for declaring economics as a science and the definition, scope and methodology of economics.

Application of the most stringent requirements for declaring economics as a separate science to Kautilya's Arthashastra validated A.K. Sen's claim that it is the first book on economics.

According to Kautilya, economics is a separate science but not independent of other disciplines and particularly of ethics. Whereas, most of the current research ignores this inter‐dependence and consequently does not fully capture reality.

It implies that the inter‐dependence between economics and other disciplines should be encouraged and vigorously explored.

It validates Redman's assertion, “The history of economics as a science is, in my view, still waiting to be properly written”.