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This article recalls the key concept of due regard in the Equality Act 2010 and outlines how it was increasingly ignored by the Department for Education (DfE) in England in the following decade. Further, it speculates that if the concept of due regard had been observed more rigorously across all government departments, the COVID-19 pandemic would have been less tragic and traumatising in its effects, and less responsible for deepening inequalities throughout British society. It concludes that the Act should be revisited, revised and re-emphasised.

BACKGROUND: Globally, access to life-saving vaccines has improved considerably in the past 5 decades. However, progress has started to slow down and even reverse in recent years. Understanding subnational heterogeneities in essential child immunization will be critical for closing the global vaccination gap. METHODS AND FINDINGS: We use vaccination information for over 220,000 children across 1,366 administrative regions in 43 low- and middle-income countries (LMICs) from the most recent Demographic and Health Surveys. We estimate essential immunization coverage at the national and subnational levels and quantify socioeconomic inequalities in such coverage using adjusted concentration indices. Within- and between-country variations are summarized via the Theil index. We use local indicator of spatial association (LISA) statistics to identify clusters of administrative regions with high or low values. Finally, we estimate the number of missed vaccinations among children aged 15 to 35 months across all 43 countries and the types of vaccines most often missed. We show that national-level vaccination rates can conceal wide subnational heterogeneities. Large gaps in child immunization are found across West and Central Africa and in South Asia, particularly in regions of Angola, Chad, Nigeria, Guinea, and Afghanistan, where less than 10% of children are fully immunized. Furthermore, children living in these countries consistently lack all 4 basic vaccines included in the WHOs recommended schedule for young children. Across most countries, children from poorer households are less likely to be fully immunized. The main limitations include subnational estimates based on large administrative divisions for some countries and different periods of survey data collection. CONCLUSIONS: The identified heterogeneities in essential childhood immunization, especially given that some regions consistently are underserved for all basic vaccines, can be used to inform the design and implementation of localized intervention programs aimed at eliminating child suffering and deaths from existing and novel vaccine-preventable diseases.

In the final eleven months of its five-year term, the Coalition Government placed much emphasis in the education system on what it called fundamental British values (FBV). The phrase had its origins in counter-terrorism strategies that were of dubious validity both conceptually and operationally, and the trigger for its introduction into the education system (the so-called Trojan Horse letter in Birmingham) was a malicious forgery. Nevertheless the active promotion of FBV became a legal or quasi-legal requirement, was zealously inspected by Ofsted under instructions from the secretary of state, and was complemented and reinforced by new requirements under counter-terrorism and security legislation. Much damage appears to have been done already in schools and universities and more damage is likely. Much critical, corrective, and restorative work therefore needs now to be done. For restorative work to be effective a range of measures is needed: substantial discussion and clarification through dialogue; greater respect for the professional experience and insights of teachers and subject communities, particularly in the fields of citizenship education, history teaching, religious education, and spiritual, moral, social, and cultural (SMSC) development; greater trust and cooperation, both nationally and at local levels, between Muslim and nonMuslim organizations and communities; greater attention to Islamic values, wisdom, and pedagogy in the field of education; renewed emphasis on the role of Her Majesty's Inspectorate as a critical friend who identifies, commends, and promotes good practice; and much higher levels of due regard for the values enshrined in equalities legislation.

Early studies of oncology visits performed via telehealth demonstrate patient and provider satisfaction; however, understanding of the impact of telehealth on clinic workflows is limited. The incorporation of telehealth visits into an interprofessional model of oncology care was evaluated to assess for changes in care delivery and patient engagement. New patients with a gastrointestinal cancer diagnosis who were actively undergoing treatment and followed for at least three months were divided into two cohorts based on telehealth utilization. Individual patient charts were reviewed by touchpoint, consisting of in-person visits, telehealth visits, phone calls, and patient portal messages. A total of 28 patient charts were analyzed, 11 pre-telehealth conventional care patients, and 17 telehealth patients. Telehealth cohort patients demonstrated an increased average number of total touchpoints when compared to the pre-telehealth cohort (p -value = 0.008) and had an increased number of patient portal and phone call touchpoints (p -value = 0.00 and 0.002). Telehealth provided more interactions between patients and providers demonstrating increased connectivity between a patient and their care team throughout their complex cancer journey. Clinic workflows may need to adjust to account for the increased demand of unscheduled patient interactions. [ABSTRACT FROM AUTHOR]

This article begins by recalling a recent court case about bullying in a school playground and about how the case was trivialised in certain sections of the media, with much discourse of "political correctness gone mad", and so forth, and of the need for good old-fashioned "common sense". Leaders of teachers' unions took a different view, rightly, but were denounced as "hags and thought police". The article then recalls the history of the term "political correctness" and outlines the approaches to racist bullying that are presented at length in recently published DfES advice, and that are very different from the crude simplicities of typical media coverage.

Discusses the United Kingdom's Race Relations Amendment Act, which is intended to ensure equal education for all, noting that it does not recognize the role of cultural diversity in race relations. Examines how local education authorities, schools, and colleges can ensure that their race equality policies do not repeat and perpetuate the gaps and silences in the original legislation. (SM)