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To thrive, any individual, organization, or society needs to separate true from false expertise. This chapter provides a selective review of research examining self and social judgments of human capital – that is, expertise, knowledge, and skill. In particular, it focuses on the problem of the “flawed evaluator”: most people judging expertise often have flawed expertise themselves, and thus their assessments of self and others are imperfect in profound and systematic ways.

The review focuses mostly on empirical work specifically building on the “Dunning–Kruger effect” in self-perceptions of expertise (Kruger & Dunning, 1999). This selective review, thus, focuses on patterns of error in such judgments.

Because judges of expertise have flawed expertise themselves, they fail to recognize incompetence in themselves. Because of their flaws, most people also fail to recognize genius in other people and superior ideas.

The review suggests that organizations have trouble recognizing those exhibiting the highest levels of expertise in their midst. People in organizations also fail to identify the best advice and correct flawed ideas. Organizations may also rely on the “wisdom of crowds” strategy in situations in which that strategy actually misleads because too few people identify the best idea available.

School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue.

The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey.

Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends.

The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students’ academic progress and teacher retention particularly in historically under-resourced schools.

Shepard, Leslie A., ed. Encyclopedia of Occultism and Parapsychology; A Compendium of Information on the Occult Sciences, Magic, Demonology, Superstitions, Spiritism, Mysticism, Metaphysics, Psychical Science, and Parapsychology. 2d ed. 3 vols. Detroit: Gale, 1985. $245. 1,617p. ISBN 0–8103–0196–2. OCLC 10457831. As its title indicates, the Encyclopedia treats a wide range of topics. A reader can find in its three volumes information on witchcraft, spiritualism, the development of the field of parapsychology at Duke University, unidentified flying objects, and the Reverend Jim Jones. Like the first edition, this is based on two older, single‐volume works, the Encyclopedia of Occultism by Lewis Spence and the Encyclopaedia of Psychic Science by Nandor Fodor. Over three thousand entries from these books appear, largely intact, in the present work. A few minor editorial changes are made for clarity, and many minor inaccuracies are corrected. Moreover, additional sections, paragraphs, sentences, dates, or addresses are added where the editor feels there is a need for updating. The entries of Fodor and Spence are supplemented by over thirteen hundred new entries written by the editor. These articles largely reflect fields, events, persons, organizations, and periodicals of the period since the publication of the earlier volumes.

This chapter presents five differentiated models of curriculum, each designed with templates created from learning theories. The discipline of distributed leadership is chosen to develop a cognition-based curriculum, a behavior-based curriculum, a performance-based curriculum, a values-based curriculum, and collectively arranged into a competency-based curriculum. The research literature frames the attributes of a competency-based curriculum on psychological competence.

In this chapter, curricula are developed to demonstrate the process of adapting theories of learning, instruction, and environment into design templates with which to differentiate the dimensions and components of a curriculum. In these curricula, multiple conceptual frameworks are employed to translate the content and structure of the discipline into instructional objectives, instructional engagement, instructional experience, and instructional environment to align the instructional processes with the intended learning. For these demonstrations, the discipline of organizational leadership is chosen due to the multidimensional structure of this discipline and the opportunities it presents to differentiate the curriculum and learning. Each component of the curriculum adapts an appropriate framework to align and interconnect the instructional processes into an optimized learning experience. The result is curricula that have a coherent flow horizontally across the components for each outcome as well as interconnectedness vertically between the outcomes. This approach creates coherence, alignment, and interconnectedness to the curricula and order to the learning process for the learners.

This methodology is applied to design the curriculum for five instructional modules. Module 1 focuses on dualistic thinking developed through a cognition-based curriculum. Module 2 presents a multiplistic learning experience through a behavior-based curriculum. Module 3 presents relativistic learning through a performance-based curriculum. Module 4 delivers complex learning through a values-based curriculum. Module 5 compiles these four modules into a competency-based curriculum model.

Each of these modules employs a unique set of theories to configure the components of the curricula to reflect the structure of each discipline. The use of each theory is explained and demonstrated in the design process.

This study seeks to investigate the impact of service quality on patient loyalty in the context of hospital pharmacy services, taking into consideration the moderating effect of illness condition. The findings shed light on the significance of various dimensions of service quality in fostering patient loyalty.

The data for this study were obtained through a questionnaire survey administered to patients who had used services provided by a hospital pharmacy in Thailand. To ensure a qualified sample, the participants were purposively chosen and approached to inquire about their willingness to participate in the research.

The results demonstrate that all service quality dimensions including technical quality, non-prescription service, physical quality, relationship quality and health and medicine advice had significantly positive effects on patient loyalty. Additionally, the findings reveal a significant difference in the level of relationship quality between patients in the acute group and those in the chronic group.

The research results offer recommendations for hospital administrators to enhance the quality of service in hospital pharmacies, leading to increased patient loyalty. Moreover, it provides guidance for hospital pharmacists to tailor their approach according to the illness conditions of the patients.

This study extends the existing knowledge on the service quality dimension by examining how various dimensions influence patient loyalty. Furthermore, it explores how these impacts are moderated by illness condition.

The United States government is the world's largest publisher. Its presses churn out thousands of items annually, covering every conceivable subject. Even though most of the items deal with present day concerns, the United States government is responsible for the publication of a large number of histories. Unfortunately, these works, with the possible exception of the Department of Defense's Military History Series, have received little exposure and limited use. In an effort to bring this valuable resource to light, the following bibliography presents annotated citations to nearly 150 histories published from mid‐1977 through mid‐1979.

This study sought to test two competing sets of hypotheses derived from two different theoretical perspectives regarding (1) the effects of leader–follower similarity and dissimilarity in psychological resilience on the follower's absenteeism in times of organizational crisis and (2) the moderating effect of relational demography (gender and age similarity) in these relationships.

Polynomial regression and response surface analysis were performed using data from 510 followers and 149 supervisors in a financial firm in Canada.

The results overall support the similarity–attraction perspective, but not the resource complementarity perspective. Dissimilarity in resilience was predictive of followers' absenteeism, and similarity in surface-level conditions (gender and age) attenuates the relational burdens triggered by resilience discrepancy.

The findings reiterate the importance of developing employees' resilience, while shedding light on the importance for managers of being aware of their potential misalignment with subordinates resilience.

The results (1) suggest that it is the actual (di)similarity with the leader, rather than leader's degree of resilience, that shapes followers' absenteeism and (2) add nuance to the resilience literature.