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The purpose of this paper is to review the literature on young children's learning at home and in early childhood settings, in order to identify key caregiving practices which support the learning and development of children under three.

Starting with well-known reviews carried out in England, the USA, Australia and New Zealand, the authors searched the literature for evidence of the developmental needs of babies and toddlers. They then drew on the psychological and educational literatures to identify key practices supporting physical development, learning and communication, using expert review to build on the scientific research in areas where evidence was sparse.

The review explores three key areas of practice: play-based activities and routines; support for communication and language; and opportunities to move and be physically active.

This review is not systematic or exhaustive, but aims to integrate current evidence within these three key areas in a succinct and accessible manner. The authors recognise that there are many other dimensions of effective practice, many of which are addressed elsewhere in this special edition, as well as myriad other influences on children's development, including social, family and environmental factors.

Worldwide, growing numbers of children under three are experiencing non-parental care in early childhood settings. In comparison to evidence for preschool children, the literature on effective practice for under-threes is sparse. Given the urgent need for information to guide policy and practice, this paper provides a starting point and calls for a multi-source approach to strengthening the evidence base.

Examines UK milk pricing since market deregulation in November 1994. Finds a wide range of milk price contracts on offer, with many processing companies paying prices above those paid by the voluntary farmer co‐operatives. Looks at the factors influencing dairy farmers’ initial choice of milk supply contract in the months preceding deregulation of the UK dairy sector in November 1994. Finds around 70 per cent of farmers surveyed, slightly above the percentage for all milk producers, signed to supply the voluntary farmers co‐operative, Milk Marque. Then surveys farmers to identify those who have switched supply contract during the year, finding little evidence of movement. Attempts to understand the apparent differences between farmers’ expectations in their initial contract choice and the market realities they have experienced over that period.

College is a time of transition and growth for students and their families. Often, college serves as the first foray into adulthood for young adults who leave home and make decisions on their own for the first time. As part of this process, many students encounter new experiences that can either challenge or strengthen their spiritual and other beliefs. Faced with such events, some students turn to churches near their colleges and universities for guidance in this area.

The aim of this small‐scale focus group study is to explore the impact the Human Papilloma Virus (HPV) vaccine has on attitudes towards HPV, cervical cancer and sexual risk taking amongst university students in the UK.

Participants were recruited through advertisements placed on notice boards throughout the campus of the University of Leeds. The study sampled purposively to obtain two groups of ten men and two groups of ten women. A total of 34 people attended the sessions. The missing participants gave no reason for the absence. Those who agreed to take part were aged 19‐24 and were from a range of academic courses. Ethical approval was sought and approved by the Medical School Ethics Committee at the University of Leeds.

Participants saw HPV as being distinct from genital warts. This led to a duality in their view of the vaccine, which they saw as a cancer vaccine for schoolgirls and as an STI vaccine in relation to people of their own age, and thus believed it would cause sexual complacency among young adults. There was a fear that the HPV vaccine would reinforce gender bias, reinforcing the idea that females are responsible for sexual health. They maintained that mass media campaigns were more effective than sex education for improving sexual health knowledge and practices.

With the exception of chlamydia screening, this age group tends to be ignored in sexual health promotion campaigns. This small‐scale study provides insights that can inform larger studies and help tailor future health education campaigns on HPV for this audience.

The purpose of this paper is to expand the domain of experiential learning by sharing the experiences of establishing and developing student managed investment fund (SMIF) at West Virginia University (WVU).

This paper discusses the structure and performance of the SMIF at WVU within the context of experiential learning literature in financial education.

The adopted structure and coordination of SMIF appears to be effective in bridging the gap between classroom and the professional world, while significantly enhancing student experiential learning opportunities, engagement and professional preparedness.

The paper presents experience of launching and operating a SMIF at WVU, which has recently joined the ranks of R1 research universities. While the importance of research productivity has been on the rise, the significance of strengthening student experiences has also been growing and maintaining the balanced approach can be challenging. Enrollment in WVUs undergraduate finance program grew 33 percent over the past three years. With growing enrollment and competitiveness of finance degree programs, experiential learning opportunities like WVU’s SMIF are an essential for an evolving curriculum.

There is a need for project management practitioners to adapt and thrive in today's volatile, uncertain, complex and ambiguous (VUCA) project-based workplaces. In this paper, the linkage between work readiness and career resilience is developed, presenting both concepts as critical for effective strategic responses and adaptation to the changing labor market in organizations.

The resource-based view (RBV) and integrated dynamic capabilities (IDCs) are the theoretical lenses that are used to link the concepts of work readiness and career resilience across the individual and organizational levels.

A framework and model are proposed to establish a holistic understanding of catalysts for addressing the VUCA context that organizations face. The proposed conceptual linkage adds a chronological dimension to the formation of the interrelated dynamic capabilities during the early career phase of project management practitioners.

The contribution to the project management literature includes a theoretically driven conceptual framework that links two complementary concepts to address the career challenges faced by project managers. Work readiness is positioned as an enabler of career resilience and together they constitute vital attributes which foster talent retention in the current VUCA work environment.

Work readiness and career resilience are underexplored topics in the project management literature, both individually and in conjunction. Specifically, there is a research gap in view of linking these two concepts to present them as a catalyst for project management talent sustainability, and the proposed framework is an initial step in addressing these gaps.

The purpose of this study is to explore how trainee hospital doctors led work-based projects undertaken on an accredited development programme in England.

This is a case study of a leadership programme for hospital-based specialty trainees. The programme included participants leading work-based projects which were submitted for academic accreditation. Accounts of 35 work-based projects were thematically analysed to explore how participants led their projects.

Leadership was often informal and based on a series of individual face-to-face conversations. The establishment of project teams and the use of existing communication processes were often avoided. The reasons for this approach included lack of opportunities to arrange meetings, fear of conflict in meetings and the personal preferences of the participants. The authors discuss these findings with reference to theory and evidence about conversations and informal leadership, highlighting the relevance of complexity theory.

The data are limited and drawn from the best accounts written for a specific educational context. There is therefore limited transferability to the leadership work of hospital-based specialty trainees in general. Future research into medical leadership might explore the micro practices of leadership and change, particularly in informal settings.

Leadership development programmes for trainee hospital doctors might concentrate on developing skills of conversation, particularly where there are or may be perceived power imbalances. Exploring conversations within the theory of complex responsive processes should be considered for inclusion in programmes.

This paper adds some detail to the general understanding of learning leadership in practice.

Emphasizing that errors are unacceptable and will be sanctioned does not prevent that errors are made – but can cause workers to cover up mistakes. Making an effort to identify things that go wrong to learn from them and prevent errors in the future offers a more fruitful approach. By sharing an applicable LEARN framework, this paper aims to inspire and give direction to financial corporations in building an error management culture within their organizations.

The behavior and culture team of the Dutch Authority for the Financial Markets (AFM) collaborated closely with social and organizational psychologists from Utrecht University to study error management. The results of a literature study were combined with the findings obtained from a survey (N =436) and in-depth interviews (N =15) among employees of 13 Dutch financial corporations that are active within the infrastructure of the capital markets.

Tone at the top and direct managers’ behavior were positively related to error management culture, which in turn related to more learning. Combining these findings with relevant psychological literature resulted in the LEARN framework, which can guide organizations in developing actions and interventions to build an effective error management culture: Let the board take ownership, Engage employees, Align structure and culture, Refocus from person to system and Narrate the best examples.

Stimulating financial corporations to start building a healthier corporate culture by offering the LEARN framework – and recruiting insights from social and organizational psychology to do so – extends traditional supervisory approaches.

The purpose of this paper is to explore the attitudes and beliefs of doctors towards medication error reporting following 15 years of a national patient safety agenda.

This is a qualitative descriptive study utilising semi-structured interviews. A group of ten doctors of different disciplines shared their attitudes and beliefs about medication error reporting. Using thematic content analysis, findings were reflected upon those collected by the same author of a similar study 13 years before (2002).

Five key themes were identified: lack of incident feedback, non-user-friendly incident reporting systems, supportive cultures, electronic prescribing and time pressures. Despite more positive responses to the benefits of medication error reporting in 2015 compared to 2002, doctors at both times expressed a reluctance to use the hospital’s incident reporting system, labelling it time consuming and non-user-friendly. A more supportive environment, however, where error had been made was thought to exist compared to 2002. The role of the pharmacist was highlighted as critical in reducing medication error with the introduction of electronic prescribing being pivotal in 2015.

To the authors’ knowledge, this is the first study to compare doctors’ attitudes on medication errors following a period of time of increased patient safety awareness. The results suggest that error reporting today is largely more positive and organisations are more supportive than in 2002. Despite a change from paper to electronic methods, there is a continuing need to improve the efficacy of incident reporting systems and ensure an open, supportive environment for clinicians.