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The purpose of this paper is to explore young researchers perspectives on children and young people’s research, participation and protection.

The paper is co-authored by young people and academics involved in a young researcher group. This paper provides a brief introduction from the young researchers and some academic context to their work, then the young researcher group’s contribution. Their contribution is followed by a brief discussion of the issues they raise in the light of current academic debate.

This paper contains our critical reflection on participation and protection.

The paper presents a unique contribution capturing children and young people’s perspectives on the journal’s theme and other contributions to it.

To turn from the high‐powered efficiency and blazer‐and‐tie traditions of the Britannia School of Mines to the tale of Ollie Morgan's bacon slicer is to move from a successful pattern of national training to a unique experience, part love and part cunning. The Caeduke preliminary training centre is indefinable in statistical terms and yet presents to those ITBs still obsessed with the establishment of bureaucratic machinery an answer to their training problems that would horrify them. For it is born from dereliction, looks like a bombed site, and is the resting place of miscellaneous mining equipment cannibalized from the victims of the Robens closures of which it would seem to be the sole visible beneficiary.

This study aims to describe the experiences and barriers to care for women with autistic spectrum condition (ASC) under the care of the Brighton and Hove Specialist Perinatal Mental Health Service (BHSPMHS) and provide recommendations to improve the service.

Patients with an ASC diagnosis or suspected diagnosis and awaiting assessment under the care of BHSPMHS were offered to take part in the study. Five patients were interviewed to explore their experiences.

Participants had a mix of positive and negative experiences of services. Positives included the continuous support and allowing flexibility around appointments. Dialectical behavioural therapy groups running online instead of in-person was highlighted as a universal negative as well as delays in diagnosing ASC.

Those likely to meet the criteria for ASC but are awaiting formal diagnosis should be treated with appropriate adjustments to service provision as those who have received a diagnosis. Recommendations for service improvements include the provision of smaller, in-person therapy groups. Adjustments to treatments may include flexibility around appointment times and location.

There is little research into the experiences of people with ASC under the care of perinatal mental health teams. As specialist perinatal services expand, it is important to understand the experiences of women with ASC being cared for by these services, to ensure they are accessible and inclusive. The results of this study will be used to guide service development and act as a model for other services, with the intention of improving care for this patient group.

The subject area of the assignment is financial accounting and AICPA core competency skill development. This instructional tool enhances coverage of financial accounting topics in undergraduate Intermediate Accounting courses and graduate level Financial Accounting courses.

This paper provides a series of mini-cases which can be assigned to students to complete either in writing, through a brief presentation or both. Assignments can be completed on an individual basis or as a group. This provides flexibility for targeting different skill sets.

Mini-cases are short and less time-consuming than traditional cases, so instructors can use multiple assignments with different formats in a single semester. This provides students the opportunity to improve skills over a number of assignments within a semester.

A list of supplementary materials is made available and includes sample mini-cases, sample search results from the AICPA Codification, and sample memorandums.

The mini-cases provided in this paper are designed to facilitate the development of AICPA core competencies. This includes communication and leadership skills, strategic and critical thinking skills, problem solving, anticipating and serving evolving needs, synthesizing intelligence to insight, and integration and collaboration.

The paper is a proof of concept (PoC) intervention study aimed for developing performance management (PM) practices in manufacturing small and medium-sized enterprises (SMEs) with the longer-term aim enabling the SMEs to improve their productivity. The intervention was designed and deployed by a collaborative quartet of academics, management consultants, accountancy firm and a commercial bank manager.

The paper firstly musters a set of initialising PM practices aligned to productivity improvement. These are utilised to design a knowledge transfer intervention for deployment with a set of manufacturing SMEs incorporating some associated productivity tools. The evaluation of the intervention utilised a case study approach founded on a logic model of the intervention to assess the development of the PM practices.

The intervention contributed to a partial development of the mustered practices and the productivity diagnostic based on the multi-factor productivity (MFP) abstraction and a data extraction protocol had the strongest impact. The study revealed the importance of the three interlaced factors: Depth of engagement, feedback opportunities and the intervention gradient (the increase of independent action from the participating SME's and the diminishment of the external intervention effort).

The case study is based on a limited number of individual SME's, and within just the manufacturing sector.

SME businesses will require a more sustained programme of interventions than this pilot to develop PM capability, and depth of engagement within the SME is critical. Professional stakeholders can be utilised in recruitment of firms for intervention programmes. Business can start developing PM capability prior to PMS implementation using the tools from this programme.

The productivity diagnostic tool, based on a synthesis of MFP and the performance pyramid, an array of potential initialising practices for PM capability and discovery of potential mechanisms for PM practice development.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context

What images does the term “big business” evoke? The 1929 Laurel and Hardy silent movie entitled “Big Business” depicts Stan and Ollie trying to sell Christmas trees out of the back of their car to a very reluctant customer. The film provides a comedic interpretation of business where salesmen and customers are engaged in a never‐ending battle, with both sides ending up as losers. Mayhem and much laughter is the outcome. The 1988 Bette Midler and Lily Tomlin film is another light comedy that nevertheless manages to make some serious points about business ethics. A big city corporation plans to sell off a small town firm with no consideration of how this will affect the townspeople and their way of life. While these fictional accounts are purely for entertainment, many people find it difficult to be amused by some of the business practices they have observed.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

Provides insights and practical thinking about the role of ethical values and sustainability in today's business environments

This paper aims to provide an exposition of the constructive research approach (CRA) to show the potential utility of CRA in transcending or mitigating the methodological and practical issues involved in researching organisations.

The paper is a literature review, and resulting thematic discussion of methodological and practical issues involves in action research (AR) in organisations through the lens of the CRA approach.

The paper identifies that CRA has benefits in orientation to a practical outcome grounded in a theoretical domain but with leeway to facilitate creativity, which can also potentially improve the quality of the collaborative relationships. The centrality of the construction within the method provides a “vantage point” to manage the emic (inside) and etic (outside) positionality concerns of action researchers working within organisational settings.

CRA has multiple practical benefits for action researchers and their collaborators in terms of time, risk and collaborative commitment.

The paper develops a useful tactical framework for discussing the practical and methodological issues when considering AR in organisations and highlights how CRA can be used in wider organisational scholarship outside its roots in management accounting.

This article makes a case for the importance of brokering future learning opportunities to youth as a programmatic goal for informal learning organizations. Such brokering entails engaging in practices that connect youth to events, programs, internships, individuals and institutions related to their interests to support them beyond the window of a specific program or event. Brokering is especially critical for youth who are new to an area of interest: it helps them develop both a baseline understanding of the information landscape and a social network that will respond to their needs as they pursue various goals. The paper aims to describe three critical levers for brokering well in informal settings: creating learning environments that allow trust to form between youth and educators and enable educators to develop an understanding of a young person’s interests, needs and goals; attending to a young person’s tendency (or not) to reach out to educators after a program is over to solicit assistance; and enabling potential brokers to efficiently locate appropriate future learning opportunities for each young person who approaches them. The authors also include a set of program practices for providers who wish to increase their brokering impact, as well as recommendations geared primarily toward organization leaders. The authors hope that this paper brings clarity and enhanced significance to the practice of brokering as a strategy to support youth pathways toward meaningful futures.

Insights presented here are the result of a participatory knowledge building and sharing process with a community of after-school providers known as the Mozilla Hive NYC Learning Network. The topic of discussion was how these providers might continue to support young people in their intensive project-based programs after the program was over. The authors of this article, acting as embedded research partners to Hive NYC, contributed insights to these discussions based on ethnographic fieldwork and case studies of high-school-age youth in the Hive NYC context.

The authors articulate a set of brokering practices and a conceptual model that communicates how brokering might lead to valued long-term outcomes for youth, including increased social capital.

The intent is that information and perspectives from this article will inform youth-serving practice and serve as a catalyst for further conversations and activities geared toward promoting youth pathways of learning and identity development.

Every family has its own structure and unique characteristics. The family in this book has diversity and many of the nontraditional family groupings prevalent in society today. Created for kindergartners, this lesson celebrates individual likenesses and differences of families and students. It encourages both student and parent participation.