title: The debate about the funding of Herceptin: A case study of ‘countervailing powers’

authors: Gabe, Jon

subjects: Countervailing powers

abstract: In December 2008 the newly elected Prime Minister of New Zealand bypassed the agency that negotiates with manufacturers about the cost of medicines and agreed to fund Herceptin for women with early stage breast cancer for a twelve months course of treatment. This paper describes the unfolding of this decision and seeks to explain it in terms of the theory of countervailing powers, which has recently been applied to understand the rapid growth of medicines and the governance of the pharmaceutical industry. We explore the role of various actors in this debate about Herceptin funding, drawing on documentary analysis based on a systematic search of journals, websites and media databases. The case of Herceptin both confirms and questions the propositions of countervailing powers theory. On the one hand the manufacturers of the drug proved to be highly influential in their attempts to get Herceptin funded and were generally supported by consumer groups. On the other hand some scientists and regulators attempted to challenge the power of the manufacturers, with the regulators not showing signs of corporate bias as one might expect. Groups did not, as has been proposed, exert power monolithically, with several groups exhibiting opposing factions. The media, ignored in this literature, are considered as a potential countervailing force in the debate. In the end the government bypassed the recommendation of its regulators, thereby undermining the latter's efforts to act as a countervailing power.

text: The debate about the funding of Herceptin: A case study of ‘countervailing powers’ In December 2008 the newly elected Prime Minister of New Zealand bypassed the agency that negotiates with manufacturers about the cost of medicines and agreed to fund Herceptin for women with early stage breast cancer for a twelve months course of treatment. This paper describes the unfolding of this decision and seeks to explain it in terms of the theory of countervailing powers, which has recently been applied to understand the rapid growth of medicines and the governance of the pharmaceutical industry. We explore the role of various actors in this debate about Herceptin funding, drawing on documentary analysis based on a systematic search of journals, websites and media databases. The case of Herceptin both confirms and questions the propositions of countervailing powers theory. On the one hand the manufacturers of the drug proved to be highly influential in their attempts to get Herceptin funded and were generally supported by consumer groups. On the other hand some scientists and regulators attempted to challenge the power of the manufacturers, with the regulators not showing signs of corporate bias as one might expect. Groups did not, as has been proposed, exert power monolithically, with several groups exhibiting opposing factions. The media, ignored in this literature, are considered as a potential countervailing force in the debate. In the end the government bypassed the recommendation of its regulators, thereby undermining the latter's efforts to act as a countervailing power.

year: 2012

title: Education for Sustainability: An Investigation of Teachers' and Students' Perceptions and Experiences

authors: Chalmers, Jade

subjects: Sustainability

abstract: Human activity and the mismanagement of this generation and the previous, has resulted in large-scale environmental and social damage associated with climate change, ecosystem destruction, resource depletion and pollution (Littledyke, Taylor & Eames, 2009). This has caused concern for the future of our planet, and it is this concern that introduced Environmental Education/Education for Sustainability (EE/EFS) in the 1960s and 1970s. EE/EFS has been shaped by international conferences and publications to reach the notable status that it currently holds today. The New Zealand Curriculum (Ministry of Education 2007) stopped short of mandating EE/EFS, but ‘sustainability’ is woven throughout the document, offering potential for EE/EFS to be effectively expressed in teaching and learning. 
This qualitative study sought to obtain rich qualitative data to investigate and gain a better insight into the EE/EFS learning experiences currently taking place in five Bay of Plenty primary classrooms. It explored the perceptions that were held by teachers and students participating in EE/EFS. The methods used for data collection included interviews, observation and questionnaires. 
The study found evidence to suggest that teachers and students lacked a general understanding of the terms ‘environment’ ‘EE/EFS’ and ‘sustainability’, and their views of these concepts were predominantly ecological in nature. A gap between what current research and literature on EE/EFS stipulates, and what was known by the teachers in this study, was clearly apparent. Teachers had received very little, if any tertiary education or professional development in EE/EFS, and therefore, although more specialised views exist amongst educators and specialists of the area, the teachers had not been well introduced to the current trends and issues in EE/EFS, and therefore, relied on their ‘lay’ understandings. 
Waste management and recycling activities, were the topics most frequently focused on within each of the schools, and activities appeared to address the symptoms of the waste issues rather than focusing on underlying causes or the wider issue. Examples of education ‘For’ the environment were generally absent. Barriers to EE/EFS existed, with challenges in its implementation most commonly mentioned by teachers being time limitations. The value of teachers’ personal passion and enthusiasm for EE/EFS was highlighted in this study, and as EE/EFS remains non-mandatory, its future relies on teachers with this personal interest. 
This study’s findings suggest that quality professional development is needed, both conceptual and pedagogical, as students and teachers had limited understandings of EE/EFS. Universal, clearly stated guidelines, containing information about the contemporary focus of EE/EFS should be introduced and presented to teachers, as although there are supporting resources and literature available, they were not being accessed by the teachers in this study. The implementation and development of whole school approaches to EE/EFS should continue to be encouraged, and school leaders need to play a part in initiating this. Therefore, support for school leaders may be needed to encourage collaborative EE/EFS initiatives to take place in schools.

text: Education for Sustainability: An Investigation of Teachers' and Students' Perceptions and Experiences Human activity and the mismanagement of this generation and the previous, has resulted in large-scale environmental and social damage associated with climate change, ecosystem destruction, resource depletion and pollution (Littledyke, Taylor & Eames, 2009). This has caused concern for the future of our planet, and it is this concern that introduced Environmental Education/Education for Sustainability (EE/EFS) in the 1960s and 1970s. EE/EFS has been shaped by international conferences and publications to reach the notable status that it currently holds today. The New Zealand Curriculum (Ministry of Education 2007) stopped short of mandating EE/EFS, but ‘sustainability’ is woven throughout the document, offering potential for EE/EFS to be effectively expressed in teaching and learning. 
This qualitative study sought to obtain rich qualitative data to investigate and gain a better insight into the EE/EFS learning experiences currently taking place in five Bay of Plenty primary classrooms. It explored the perceptions that were held by teachers and students participating in EE/EFS. The methods used for data collection included interviews, observation and questionnaires. 
The study found evidence to suggest that teachers and students lacked a general understanding of the terms ‘environment’ ‘EE/EFS’ and ‘sustainability’, and their views of these concepts were predominantly ecological in nature. A gap between what current research and literature on EE/EFS stipulates, and what was known by the teachers in this study, was clearly apparent. Teachers had received very little, if any tertiary education or professional development in EE/EFS, and therefore, although more specialised views exist amongst educators and specialists of the area, the teachers had not been well introduced to the current trends and issues in EE/EFS, and therefore, relied on their ‘lay’ understandings. 
Waste management and recycling activities, were the topics most frequently focused on within each of the schools, and activities appeared to address the symptoms of the waste issues rather than focusing on underlying causes or the wider issue. Examples of education ‘For’ the environment were generally absent. Barriers to EE/EFS existed, with challenges in its implementation most commonly mentioned by teachers being time limitations. The value of teachers’ personal passion and enthusiasm for EE/EFS was highlighted in this study, and as EE/EFS remains non-mandatory, its future relies on teachers with this personal interest. 
This study’s findings suggest that quality professional development is needed, both conceptual and pedagogical, as students and teachers had limited understandings of EE/EFS. Universal, clearly stated guidelines, containing information about the contemporary focus of EE/EFS should be introduced and presented to teachers, as although there are supporting resources and literature available, they were not being accessed by the teachers in this study. The implementation and development of whole school approaches to EE/EFS should continue to be encouraged, and school leaders need to play a part in initiating this. Therefore, support for school leaders may be needed to encourage collaborative EE/EFS initiatives to take place in schools.

year: 2011

title: Kua takoto te maanuka: Te tiimatanga o teetahi Kura Kaupapa Maaori

authors: Douglas, Vianney Gaye

subjects: Kura Kaupapa Maori

abstract: There is a paucity of literature on the establishment of new schools, and more particularly, the establishment of Kura Kaupapa Maaori. In addition, there is even less literature concerning the experiences and perspectives of whaanau and hapuu within Kaupapa Maaori initiatives. 

This thesis, therefore, illustrates the experience of a whaanau in the establishment of their Kura Kaupapa Maaori. The assertion within this thesis is that there are unique issues and challenges that Maaori communities encounter when pursuing the establishment of a Kura Kaupapa Maaori. Furthermore, a key factor in the success of establishing and sustaining the school is in the leadership.

Thus, the cognisance of Kaupapa Maaori and the development of Kura Kaupapa Maaori are explored. In addition, the key characteristics, roles and responsibilities of Maaori leadership both within the wider community and within schools are explored.

This case study included an interview with the Principal, and several focus group interviews with parents, staff and students of the new Kura Kaupapa who were involved with the school’s establishment during its first three years. In 2013, in its eleventh year, the school was identified as one of the top five successful Kura Kaupapa Maaori. 

The findings of this research will assist whaanau and leaders within schools to develop an understanding and appreciation of five key issues and challenges that a new school may face, and avenues that may take to address these.

text: Kua takoto te maanuka: Te tiimatanga o teetahi Kura Kaupapa Maaori There is a paucity of literature on the establishment of new schools, and more particularly, the establishment of Kura Kaupapa Maaori. In addition, there is even less literature concerning the experiences and perspectives of whaanau and hapuu within Kaupapa Maaori initiatives. 

This thesis, therefore, illustrates the experience of a whaanau in the establishment of their Kura Kaupapa Maaori. The assertion within this thesis is that there are unique issues and challenges that Maaori communities encounter when pursuing the establishment of a Kura Kaupapa Maaori. Furthermore, a key factor in the success of establishing and sustaining the school is in the leadership.

Thus, the cognisance of Kaupapa Maaori and the development of Kura Kaupapa Maaori are explored. In addition, the key characteristics, roles and responsibilities of Maaori leadership both within the wider community and within schools are explored.

This case study included an interview with the Principal, and several focus group interviews with parents, staff and students of the new Kura Kaupapa who were involved with the school’s establishment during its first three years. In 2013, in its eleventh year, the school was identified as one of the top five successful Kura Kaupapa Maaori. 

The findings of this research will assist whaanau and leaders within schools to develop an understanding and appreciation of five key issues and challenges that a new school may face, and avenues that may take to address these.

year: 2014