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Much like “Yeti,” the Abominable Snowman whose footprints are everywhere but itself nowhere to be seen, unfounded assertions of human capital as valuable contributors to strategic success continue to proliferate. Many of these treatments are nonbinding, nonmeasureable, idiosyncratic, tautological, and therefore nearly impossible to use for any comparative market valuation. In this chapter, we selectively review the interdisciplinary literature on exemplars of human-derived capital. We systematically examine specific epistemological strengths, weaknesses, and gaps in recognized theories, measures, and practices. In particular, a multidisciplinary, multilevel, connectionist point of view is suggested. We present the case for an evidence-based classification system of human-derived capital at the micro-, meso-, and macro-levels. Our framework goes beyond static stock models by emphasizing dynamic human-derived capital flows, as well as their within-level and cross-level linkages, all within the context of a modern society that increasingly is networked, fluent with technology, and prodigious with social media.

Gregory Ashley is a Ph.D. student at the University of Nebraska at Omaha in the area of Industrial/Organizational (I/O) Psychology. Greg holds undergraduate degrees in Psychology and telecommunications, and Masters degrees in Business and Economics. His research has been published in both economic and psychology-related publications. Prior to entering academia, Greg accrued over 20 years of hands-on business experience working in a variety of management positions in the telecommunications industry.

This narrative inquiry centers on teachers' longitudinal experiences of policy-related reforms systematically introduced to T. P. Yaeger Middle School, a campus located in the fourth largest, second most diverse city in America. The embedded research study, with roots tracing back to 1997, uses five interpretive tools to capture six mandated changes in the form of a story serial. Special research attention is afforded pay-for-performance, the sixth reform in the series. The deeply lived consequence of receiving bonuses for his teaching performance prompted Daryl Wilson, Yaeger's long-term literacy department chair, to proclaim “data is [G]od.” Wilson's emergent, inventive metaphor aptly portrays the perplexing conditions under which his career ended, and how my long-term research project likewise concluded.

Businesses use both classroom and facilitation forms of leadership development. In this article I describe over 20 leadership-development methods, placing them in either of two categories, classroom or facilitation. I then provide the results of a quick survey of leadership development companies on the Internet, over 200 in all, about which group of methods they used most commonly. Results suggest that facilitation, of both groups and individuals (in the form of coaching), is more common than might be expected and as suggested in research by others.

This chapter is based on criminological research about theatre in detention. The research results allow a new conceptual approach to the notion of subversion. The purpose of this work is to (a) briefly present the object, context, and methodology of the research; (b) describe the concept of subversion; and (c) explain how subversion can serve an activist project in criminology. The topic will be situated in an epistemological reflection, illuminating the nature of the prison theatre project and its criminological applications.