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In many real-life situations ranging from financial to volcanic data, growth is described either by a power law – which is linear in log-log scale or by a quadratic dependence in the log-log scale. The purpose of this paper is to explain this empirical fact.

The authors use natural scale invariance requirements.

In this paper, the authors used natural scale invariance requirement to explain the ubiquity of quadratic log-log dependencies. The authors also explain what to do if quadratic log-log models turn out to be insufficiently accurate. In this case, scale-invariance requirements lead to dependencies which in the log-log scale take cubic, 4th order, etc. form.

To the best of authors’ knowledge, this is the first theoretical explanation of the empirical quadratic log-log dependence.

The purpose of the study is to analyze when — while predicting the future price of a financial instrument — we should stop computations and start using this information for the actual investment.

We derive the explicit formulas explaining how the resulting gain depends on the duration of computations.

We provide an algorithm that enables us to decide the computation time that leads to the largest possible gain.

To the best of our knowledge, this is the first solution to the problem. Following our recommendations will allow investors to select the computation time for which the resulting gain is the largest possible.

It is well known that micromanagement — excessive control of employees — is detrimental to the employees' morale and thus, decreases their productivity. But what if the managers keep people happy — will there still be negative consequences of micromanagement? This is the problem analyzed in this paper.

To analyze our problem, we use general — but simplified — mathematical models of how productivity depends on the working rate.

We show that even in the absence of psychological discomfort, micromanagement is still detrimental to productivity. Interestingly, the negative effect of micromanagement increases as the population becomes more diverse.

This is the first paper in which the purely economic consequences of micromanagement — separate from its psychological consequences — are studied in precise mathematical terms, and is the first paper that analyzes the relation between these consequences and diversity of the population.

On the one hand, everyone agrees that economics should be fair, that workers should get equal pay for equal work. Any instance of unfairness causes a strong disagreement. On the other hand, in many companies, advanced workers – who produce more than others – get paid disproportionally more for their work, and this does not seem to cause any negative feelings. In this paper, the authors analyze this situation from the economic viewpoint.

To analyze the problem, the authors use general mathematical models of how utility – and hence, decisions – depends on the pay-per-unit.

The authors show that from the economic viewpoint, additional payments for advanced workers indeed make economic sense, benefit everyone, and thus – in contrast to the naive literal interpretation of fairness – are not unfair. As a consequence of this analysis, the authors also explain why the labor share of the companies' income is, on average, close to 50% – an empirical fact that, to the best of the authors’ knowledge, was never previously explained.

To the best of the authors’ knowledge, this is the first paper that explains the empirical fact – that the labor share of the income is close to 50%.

The purpose of this paper is to explore young people's experiences of youth justice supervision with particular reference to the efficacy of participatory practices. This paper is based on findings from a study concerning the extent and nature of children’s participation in decision-making in youth justice. The paper uses Bourdieu’s concept of habitus, as a heuristic/practical device, to investigate children’s ability to express agency and shape or influence the content and format of interventions and approaches in youth justice.

The researcher’s interest in understanding the perceptions and experiences of youth justice supervision led to the adoption of the qualitative approach and specifically in-depth interviews and participant observations. The researcher interviewed front-line professionals (n = 14), operational managers (n = 6) and children under youth justice supervision (n = 20). This study involved 15 months of fieldwork undertaken between 2016 and 2017 at a youth offending service in England.

Several young people were seeking to exert minimal energy to achieve a type of passive compliance with court order requirements, adopting a “ready-to-conform” mindset. Professionals were concerned that they were also participating in this type of “game playing”.

A relationship-based practice that is conducive to meaningful participation can help to facilitate positive changes to lifestyles and circumstances. This paper exposes its pivotal role in bolstering children’s involvement in supervision, reducing passive compliance and preventing inauthentic transactional arrangements from forming.

In spite of the significant interest in the work of Pierre Bourdieu, his “thinking tools” have seldom been used to investigate the experiences, attitudes and behaviours of youth justice professionals and those under youth offending team supervision at.

The purpose of this paper is to discuss different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and writing-intensive courses. It explores connections to critical pedagogy, sociocultural theory, open educational practices and high-impact practices.

The methodology for implementing the three scenarios discussed in the paper differs widely. All approaches include some form of student feedback through focus groups, exit surveys or end-of-class assessments.

In both library and writing program settings, students have experience with and a favorable opinion of peer-assisted learning strategies.

These case studies provide concrete examples of how to develop different types of peer teaching interventions. The cases also detail benefits as well as challenges to implementation.

Providing opportunities for peers to lead through teaching others has the potential to boost an individual’s sense of confidence, leadership and improve their own learning, as well as give students’ experiences to build upon and apply to their everyday lives and future careers.

While peer teaching is widely implemented in many disciplines, such as science, technology, engineering and medicine, its adoption in academic libraries has sometimes been viewed as controversial. This case study adds to the body of literature demonstrating that peer teaching is possible and desirable.

Examines the complex relationship between listening and training practices and service performance by deconstructing an earlier model of service management developed by the London Business School and Warwick Business School in the UK. This research hypothesizes that the nature of the practice‐performance relationship is far too complex to be represented by a total aggregated index of practice. Hence the composite practice index is decomposed into a listening and a training index. The concept of the “listening” organisation is employed as one facet, and training climate measured by employee training activities is a second facet. These two facets are related to service performance. Reports on empirical research, which investigated the link between listening, and training practices and service performance. The data obtained from a survey of 143 service organisations in the Republic of Ireland show a clear pattern. By taking listening practices, including information technology, as a holistic view of a constellation of information‐related practice type factors, demonstrates that there is a close relationship with service performance. Extensive training activities enhance this relationship.

Considers the concept of the “listening” organisation and its influence on service and business performance. Specifically reports on empirical research which investigated the link between service quality information practices, the listening organisation and service and business performance. In this respect, builds on an earlier model of service management developed by the London Business School and Warwick Business School in the UK. This extended model employs two composite performance indexes as moderator variables. Surveyed 438 service organisations in the Republic of Ireland; the loglinear model used to analyse the data shows a clear pattern. By taking listening practices, including information technology, as a holistic view of a constellation of information‐related practice type factors, demonstrates that there is a close relationship with service performance, which in turn influences business performance. Furthermore, technology type and competitive intensity, moderate this relationship. Establishes that the relationship between listening practices and service performance is much more important for the sophisticated task technology sector and that competitive intensity has a very minor interactive effect on the relationship. The results of the survey mirror recent empirical research in market orientation and organisational learning.

This paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.

The approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.

While the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.

Peer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.

This chapter discusses a family writing project that a third and fourth grade English Language Development (ELD) teacher created with and for her students and families. The project took place within a state with English-only mandates, restrictive curriculum, and harsh anti-immigrant politics. The author outlines the ways that the project worked to disrupt the restrictive policies to honor and celebrate the cultures, languages, and ways of knowing and students and families by inviting them to write and share stories from their lived experiences.