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Inclusion Europe, the European movement of people with intellectual disabilities and their families, shared what people with intellectual disabilities and their families faced during the COVID-19 crisis. Collecting information showed people with intellectual disabilities were segregated and discriminated against. The pandemic intensified and magnified the segregation and discrimination of people with intellectual disabilities, shedding light on their exclusion. Many human rights were violated. Therefore, such testimonies should encourage governments and institutions to urgently design a society that includes people with intellectual disabilities and their families.

The residents of Ambridge enjoy a varied and mostly nutritious diet ranging from a ploughman’s at The Bull to Jennifer Aldridge’s roast venison, with the occasional tofu and quinoa paella from Kate Madikane. For Helen Titchener (née Archer) an abrupt change in circumstances will have led to changes in her diet that could have endangered her health and that of her unborn baby. Helen was imprisoned from about eight months of pregnancy to about four months postpartum, encompassing a critical period in development of her baby. This chapter focusses on the case of Helen and her baby son Jack to explore the dietary requirements for pregnancy and breastfeeding and how these relate to diet in Ambridge and in prison.

In order to understand the range of e‐government initiatives that occur in practice, this study aims to explore diverse applications that have involved one locale, the City of Tyler, Texas.

The first case briefly describes the TylerTexas e‐government portal, an initiative that illustrates government‐to‐citizen and government‐to‐business applications. The second case describes a city/county government information technology integration effort that could support government‐to‐government applications if it is successful. Finally, the paper describes TexasOnline, a public‐private state government initiative that may have a large impact on local e‐government projects.

The paper explores some of the ways in which business process management approaches can help city and civic leaders manage the significant social and technical changes that will be needed to achieve the desired e‐government outcomes.

These examples illustrate many of the opportunities and the challenges involved in e‐government initiatives and, as such, may interest others who engage in similar efforts.

This paper presents my experience of breast cancer care in which I describe my care as positive and integrated.

I have applied an autoethnographical approach to my patient story to analyse my care in order to reflect and share insights. I have applied my knowledge and experience in integrated care through my research, management and practice.

In my patient story I describe being empowered and feeling like “one of the team.” Vertical and horizontal integration was evident across staff services and agencies. This included integrated working across multi‐disciplinary teams, between primary and secondary care and also between the NHS and a voluntary agency. I identified features that were important to me in my care under the headings of: certainty, communication, contact, compassion, continuity, cohesive, care and collaboration.

I consider the implications of sharing patient stories to inform quality improvement, influence education and training for staff and design support for patients. I consider how patients can be more involved in the evaluation of their care.

This viewpoint has been written from my perspective as a patient and a professional, and was written in order to recognise good practice and share the learning for continual quality improvement. There is every sign that person-centred integrated care is starting to be embedded in some of our services and hopefully this will be recognised, celebrated and sustained.

The purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level employment for undergraduate students, at two UK universities. In addition, to offer recommendations to enhance coaching and mentoring success within higher education (HE).

Two similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the business school. The second study is a mentoring programme involving over 250 students over a ten-year period within the business school at a different institution.

The two programmes have been compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision and robust evaluation and record keeping.

The research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships. In addition, to test the assumptions and recommendations beyond these two institutions, and to validate the reach and application of these best practice recommendations further afield.

The results identify a number of best practice recommendations to guide HE institutions when offering coaching and mentoring interventions to support career progression of their students.

There are limited comparison studies between universities with undergraduate career-related coaching and mentoring programmes and limited research offering best practice recommendations for coaching and mentoring programmes in HE. The top ten factors offered here to take away will add value to those thinking of running similar programmes within HE.