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New hepatitis C medicines such as sofosbuvir underline the need to balance considerations of innovation, clinical evidence, budget impact and equity in health priority-setting. The purpose of this paper is to examine the role of public participation in addressing these considerations.

The paper employs a comparative case study approach. It explores the experience of four countries – Brazil, England, South Korea and the USA – in making coverage decisions about the antiviral sofosbuvir and involving the public and patients in these decision-making processes.

Issues emerging from public participation ac tivities include the role of the universal right to health in Brazil, the balance between innovation and budget impact in England, the effect of unethical medical practices on public perception in South Korea and the legitimacy of priority-setting processes in the USA. Providing policymakers are receptive to these issues, public participation activities may be re-conceptualized as processes that illuminate policy problems relevant to a particular context, thereby promoting an agenda-setting role for the public.

The paper offers an empirical analysis of public involvement in the case of sofosbuvir, where the relevant considerations that bear on priority-setting decisions have been particularly stark. The perspectives that emerge suggest that public participation contributes to raising attention to issues that need to be addressed by policymakers. Public participation activities can thus contribute to setting policy agendas, even if that is not their explicit purpose. However, the actualization of this contribution is contingent on the receptiveness of policymakers.

This paper aims to report on findings and methodological approaches of the artistic project “Sites for Unlearning (Art Organization)” in collaboration with the Team at Casco at Institute: Working for the Commons, Utrecht/NL, through which processes of unlearning are tested against the backdrop of established institutional structures. This paper constitutes a transdisciplinary contribution to the discourse, exploring its relationship with organizational unlearning, organizational change and feminist, decolonial trajectories.

This paper proposes a feminist, decolonial, arts-based approach to discuss “unlearning institutional habits” by means of the long-term project – Sites for Unlearning (Art Organization). This complements the organizational unlearning literature with an arts-based approach, which draws on alternative education and feminist and decolonial literature. This paper responds to the call of this special and introduces a new perspective to the discourse.

This paper gives insights into and elaborates on the findings of the artistic project “Site for Unlearning (Art Organization)” through which processes of unlearning are tested against the backdrop of institutional structures.

This methodology puts in evidence that there are two major areas of concern for those who desire to break established structures in contemporary life increasingly defined by economic, socio-political and ecological pressures – institution on the one hand and learning on the other; the artistic project Sites for Unlearning attempts to challenge both. It builds on the insights and energies developed in and around the studies on unlearning in the fields of alternative education and feminist and decolonial theory and connects them with organizational learning, knowledge management and theories of transformation (Andreotti, 2011; Spivak, 1993; Tlostanova and Mignolo, 2012).

This paper aims to explore how critical digital and data literacies are facilitated by testing different methods in the classroom, with the ambition to find a pedagogical framework for prompting sustained critical literacies.

This contribution draws on a 10-year set of critical pedagogy experiments conducted in Denmark, USA and Italy, and engaging more than 1,500 young adults. Multi-method pedagogical design trains students to conduct self-oriented guided autoethnography, situational analysis, allegorical mapping, and critical infrastructure analysis.

The techniques of guided autoethnography for facilitating sustained data literacy rely on inviting multiple iterations of self-analysis through sequential prompts, whereby students move through stages of observation, critical thinking, critical theory-informed critique around the lived experience of hegemonic data and artificial intelligence (AI) infrastructures.

Critical digital/data literacy researchers should continue to test models for building sustained critique that not only facilitate changes in behavior over time but also facilitate citizen social science, whereby participants use these autoethnographic techniques with friends and families to build locally relevant critique of the hegemonic power of data/AI infrastructures.

The proposed literacy model adopts a critical theory stance and shows the value of using multiple modes of intervention at micro and macro levels to prompt self-analysis and meta-level reflexivity for learners. This framework places critical theory at the center of the pedagogy to spark more radical stances, which is contended to be an essential step in moving students from attitudinal change to behavioral change.

In 2001 each primary care trust in England was required to undertake a needs assessment in preparation for the development of a mental health promotion strategy. In Greenwich, it was decided to include the physical environment as one of the themes. This paper describes the findings of a literature review undertaken of health, social sciences and architectural research and the preliminary conceptual model subsequently developed to pull together all aspects of the interface between the urban and physical environment and mental well‐being. The literature review identified five key domains that impacted on this relationship: control over the internal housing environment, quality of housing design and maintenance, presence of valued ‘escape facilities’, crime and fear of crime, and social participation. That these domains can be confounded by socio‐economic and demographic factors and also interact with cultural factors and housing type suggests the importance of a public health approach, which focuses on causal systems rather than simply on individual causal factors.

Things seem to be going desperately wrong with the concept of the “brave new world” predicted by the starry‐eyed optimists after the Second World War finally came to an end. To those who listen only to what they want to hear, see everything, not as it is, but as they would like it to be, a new society could be initiated and the lusty infant would emerge as a paragon for all the world to follow. The new society in truth never really got off the ground the biggest mistake of all was to cushion millions of people against the results of their own folly; to shelter them from the blasts of the ensuing economic climate. The sheltered ones were not necessarily the ordinary mass of people; many in fact were the victims and suffered the consequences. And now that the state has reached a massive crescendo, many are suffering profoundly. The big nationalised industries and vast services, such as the national health service, education, where losses in the case of the first are met by Government millions, requests to trim the extravagant spending is akin to sacrilege in the latter, have removed such terms as thrift, careful spending, value for money from the vocabulary.

The purpose of this paper is to conduct an in‐depth quantitative and qualitative evaluation of a family‐based weight loss and healthy life style programme for clinically obese children in England.

The mixed method case study evaluation used included obtaining pre and post measurements of anthropometry and a range of attitude and behavioural attributes. The qualitative phase of the study involved in‐depth interviews and focus groups.

The programme is demanding and resource intensive and designed as an intervention for children needing most help with their weight. Participants included the families of five referred children (n=18 individuals) and the intervention team (n=7). All but one child had reduced BMI centiles at the end of the programme. There were also improvements to a number of self‐report aspects of healthy eating and levels of activity and quality of life, self‐esteem and levels of depression indicators. The qualitative evaluation generated a number of insightful data themes.

Limitations include the case study design and small sample numbers. Also weight loss is an important indicator of any weight management programme's success however the short length of time programme was run is a barrier to seeing any substantive changes in any of the participating children's weights.

The evaluation conducted gives insights into the positive aspects of the programme and can inform development of similar programmes.

There are few examples of in‐depth and comprehensive quantitative and qualitative approaches used to evaluate this type of intervention.