title: Formal and real subordination and the contemporary proletariat: Re-coupling Marxist class theory and labour-process analysis

authors: Neilson, David

subjects: Marxist class theory

abstract: Having seemed to offer so much in the 1970s, neo-Marxist class theory went into significant decline in the decades that followed. This paper begins with a critique of E.O. Wright’s 1980s detour via a reworking of central aspects of Marx’s class theory. Specifically, Marx’s concepts of formal and real subordination provide the basis for a re-coupling of labour-process themes with a class analysis of contemporary capitalism.

text: Formal and real subordination and the contemporary proletariat: Re-coupling Marxist class theory and labour-process analysis Having seemed to offer so much in the 1970s, neo-Marxist class theory went into significant decline in the decades that followed. This paper begins with a critique of E.O. Wright’s 1980s detour via a reworking of central aspects of Marx’s class theory. Specifically, Marx’s concepts of formal and real subordination provide the basis for a re-coupling of labour-process themes with a class analysis of contemporary capitalism.

year: 2007

title: The use of Learning Stories as assessment in primary schools

authors: King, Amanda Jane

subjects: Learning Stories

abstract: New Zealand primary school teachers have shown interest in implementing learning through play programmes, and alongside this developing teaching pedagogy teachers are seeking an assessment method that appropriately aligns with the holistic nature of play.  Learning Stories, commonly used in New Zealand Early Childhood Education settings (Mitchell, 2008), are formative assessment documents used to assess observed learning during play.  Some primary school teachers with learning through play programmes have also started using Learning Stories to assess learning and progress of students.
Using a Sociocultural lens, this qualitative research explored how teachers from three New Zealand primary schools are using Learning Stories assessment.  Undertaken as an appreciative inquiry, this research, grounded in an interpretivist paradigm, used a multiple case study approach, collecting evidence through semi-structured interviews and gathering relevant documentation to investigate how the participant teachers from three case study primary schools were using Learning Stories.  
The research provides an insight into the participants’ views about the use of Learning Stories in their primary school settings.  There is little existing research about the use of Learning Stories in primary schools and this research provides interested educators with some of the benefits for using Learning Stories in a primary school context.  Key findings within this research indicate that Learning Stories are an effective way to assess both dispositional and academic progress, for highlighting learner strengths, and providing a framework to assess progress over time.

text: The use of Learning Stories as assessment in primary schools New Zealand primary school teachers have shown interest in implementing learning through play programmes, and alongside this developing teaching pedagogy teachers are seeking an assessment method that appropriately aligns with the holistic nature of play.  Learning Stories, commonly used in New Zealand Early Childhood Education settings (Mitchell, 2008), are formative assessment documents used to assess observed learning during play.  Some primary school teachers with learning through play programmes have also started using Learning Stories to assess learning and progress of students.
Using a Sociocultural lens, this qualitative research explored how teachers from three New Zealand primary schools are using Learning Stories assessment.  Undertaken as an appreciative inquiry, this research, grounded in an interpretivist paradigm, used a multiple case study approach, collecting evidence through semi-structured interviews and gathering relevant documentation to investigate how the participant teachers from three case study primary schools were using Learning Stories.  
The research provides an insight into the participants’ views about the use of Learning Stories in their primary school settings.  There is little existing research about the use of Learning Stories in primary schools and this research provides interested educators with some of the benefits for using Learning Stories in a primary school context.  Key findings within this research indicate that Learning Stories are an effective way to assess both dispositional and academic progress, for highlighting learner strengths, and providing a framework to assess progress over time.

year: 2021

title: Characteristics and outcomes of patients with small cell lung cancer - findings from a New Zealand SACT database

authors: Lawrenson, Ross

abstract: Background Small Cell Lung Cancer (SCLC) SCLC generally presents late and is treated with systemic anti-cancer treatment (SACT). Māori are over represented in Lung Cancer statistics but disparities between Māori and non-Māori in patterns of care and survival from SCLC have not been previously reported. 
Methods We used the custom-built SACT database collected by the Oncology Department at Waikato Hospital NZ, which recorded comprehensive lung cancer patient factors and SACT regimens from 2000 to 2021. We reported summary statistics to review the treatment by ethnicity, explored Kaplan Meier all-cause survival of patients, and estimated the unadjusted and adjusted odds ratios of surviving 12 months. 
Results 742 patients with SCLC were included in this study, with 43% identified as Māori. Approximately 75% of patients received SACT, and there was no difference in the uptake of SACT between Māori and non-Māori. The median survival for SCLC was 8.5 months. After adjustment, patients treated with carboplatin plus etoposide (with/without durvalumab) or cisplatin plus etoposide were 1.5 times or 4.9 times respectively more likely to survive 12 months than those without a SACT regimen.
Conclusion There was no significant evidence of disparities in patterns of care and outcomes between Māori and non-Māori with SCLC. Carboplatin/cisplatin in combination with etoposide remained the primary first line SACT regimen for patients with SCLC in this New Zealand cancer treatment centre.

text: Characteristics and outcomes of patients with small cell lung cancer - findings from a New Zealand SACT database Background Small Cell Lung Cancer (SCLC) SCLC generally presents late and is treated with systemic anti-cancer treatment (SACT). Māori are over represented in Lung Cancer statistics but disparities between Māori and non-Māori in patterns of care and survival from SCLC have not been previously reported. 
Methods We used the custom-built SACT database collected by the Oncology Department at Waikato Hospital NZ, which recorded comprehensive lung cancer patient factors and SACT regimens from 2000 to 2021. We reported summary statistics to review the treatment by ethnicity, explored Kaplan Meier all-cause survival of patients, and estimated the unadjusted and adjusted odds ratios of surviving 12 months. 
Results 742 patients with SCLC were included in this study, with 43% identified as Māori. Approximately 75% of patients received SACT, and there was no difference in the uptake of SACT between Māori and non-Māori. The median survival for SCLC was 8.5 months. After adjustment, patients treated with carboplatin plus etoposide (with/without durvalumab) or cisplatin plus etoposide were 1.5 times or 4.9 times respectively more likely to survive 12 months than those without a SACT regimen.
Conclusion There was no significant evidence of disparities in patterns of care and outcomes between Māori and non-Māori with SCLC. Carboplatin/cisplatin in combination with etoposide remained the primary first line SACT regimen for patients with SCLC in this New Zealand cancer treatment centre.

year: 2023-02-10