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398 results on '"Lowe, Pam"'

2. Conclusion

Author

Page, Sarah-Jane, Lowe, Pam, Ganzevoort, R. Ruard, Series Editor, Lattu, Izak Y.M., Series Editor, Sremac, Srdjan, Series Editor, Page, Sarah-Jane, and Lowe, Pam

Published
2024
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3. Abortion Activism and Support

Author

Page, Sarah-Jane, Lowe, Pam, Ganzevoort, R. Ruard, Series Editor, Lattu, Izak Y.M., Series Editor, Sremac, Srdjan, Series Editor, Page, Sarah-Jane, and Lowe, Pam

Published
2024
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4. Introduction

Author

Page, Sarah-Jane, Lowe, Pam, Ganzevoort, R. Ruard, Series Editor, Lattu, Izak Y.M., Series Editor, Sremac, Srdjan, Series Editor, Page, Sarah-Jane, and Lowe, Pam

Published
2024
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5. Crisis in the Parish?

Author

Page, Sarah-Jane, Lowe, Pam, Ganzevoort, R. Ruard, Series Editor, Lattu, Izak Y.M., Series Editor, Sremac, Srdjan, Series Editor, Page, Sarah-Jane, and Lowe, Pam

Published
2024
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7. Attitudes to Abortion

Author

Page, Sarah-Jane, Lowe, Pam, Ganzevoort, R. Ruard, Series Editor, Lattu, Izak Y.M., Series Editor, Sremac, Srdjan, Series Editor, Page, Sarah-Jane, and Lowe, Pam

Published
2024
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8. Abortion in the Public Discourse

Author

Page, Sarah-Jane, Lowe, Pam, Ganzevoort, R. Ruard, Series Editor, Lattu, Izak Y.M., Series Editor, Sremac, Srdjan, Series Editor, Page, Sarah-Jane, and Lowe, Pam

Published
2024
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27. 2005 Mississippi Curriculum Framework: Postsecondary Health Care Assistant. (Program CIP: 51.1614 - Nurse/Nursing Assistant/Aide and Client Care Assistant)

Author

Mississippi State University, Research and Curriculum Unit, Mississippi Department of Education, Office of Vocational and Technical Education, Sims, Addie, Burch, Brenda, River, Jayne, Hull, Jennifer, Williams, Judy, Cross, Ella, and Lowe, Pam

Abstract

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Health Care Assistant Program prepares the individual to assist in providing health care as a member of the health care team under the direction of a health care professional. This curriculum references standards based on the State of Mississippi Nurse Aide Candidate Handbook Exam Content Outline. Graduates of the one semester program will be awarded the Certificate of Health Care Assistant. Students who complete the program may qualify for employment as Homemakers, Nurse Assistants, Long-Term Care Aides, or Home Health Aides in the Mississippi health care industry. The program has been designed in modular format to allow sequential scheduling over a semester or it may be blocked into a short course format. Exit points are provided to allow employment as a Long-Term Care Aide after completion of the Nurse Assistant Core; and Homemaker/Home Health Aide after completion of the Nurse Assistant Core and Homemaker/Home Health Aide course of study. Appended are: (1) Standards Based on the State of Mississippi Nurse Aide Candidate Handbook Exam Content Outline; (2) Related Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 3 footnotes.)

Published
2005

38. Patient experiences of undergoing abortion with and without an ultrasound scan in Britain

Author

Blaylock, Rebecca, Lohr, Patricia A, Hoggart, Lesley, and Lowe, Pam

Abstract

BackgroundRoutine ultrasound scanning to determine gestational age and pregnancy location has long been part of pre-abortion assessment in Britain, despite not being legally required or recommended in national clinical guidelines. To support implementation of fully telemedical abortion care (implemented in Britain in April 2020), the Royal College of Obstetricians and Gynaecologists (RCOG) issued clinical guidance for an ‘as-indicated’ approach to pre-abortion ultrasound, removing the need for a clinic visit. We aimed to understand patient experiences of ultrasound in abortion care by conducting a qualitative study with individuals who had abortions with and without an ultrasound scan.MethodsBetween November 2021 and July 2022, we recruited patients who had a medical abortion at home without a pre-procedure ultrasound at 69 days’ gestation or less at British Pregnancy Advisory Service (BPAS), and also had at least one other abortion with an ultrasound from any provider in Britain. We conducted interviews using a semi-structured interview guide to explore our participants’ experiences and conducted reflexive thematic analysis.ResultsWe recruited 24 participants and included 19 interviews in our analysis. We developed three themes from our data. These were ‘Ultrasound scans and their relationship with autonomy and decision-making’, ‘Intrusive and out of place: the ultrasound as an inappropriate technology’ and ‘Towards preference-centred, quality care’.ConclusionsFurther research and user-testing of strategies to improve the scan experience should be undertaken. Patient testimonies on the negative impact of ultrasound scans in abortion care should reassure providers that omitting them according to patient preference is a positive step towards providing patient-centred care.

Published
2024
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39. Power and the pill : mid-life women negotiating contraception

Author

Lowe, Pam

Subjects
363.96082, HQ The family. Marriage. Woman, RG Gynecology and obstetrics
Abstract

Contraception is often a taken-for-granted element of actively heterosexual women’s lives. Yet while modern contraceptives have technically enhanced women’s ability to control their fertility, the history of women’s struggles to achieve this control shows the importance of understanding the social context within which women’s contraceptive decisions are situated. Previous feminist studies of contraception in the UK have tended to concentrate either on aspects of medicine or on heterosexuality. Whilst both areas have highlighted the need to understand how power relationships structure women’s contraceptive experiences, these two aspects have not been integrated adequately. There has also been a tendency to focus research on younger women, and mature women’s ongoing use of contraception has generally been overlooked. This thesis is based on qualitative interviews with twenty-two mid-life British women aged between 30 and 40, as well as observations at a family planning clinic. It demonstrates that only by giving full consideration to the extent and complexity of the power relationships surrounding contraception can an understanding of women’s decisions and everyday practices be achieved. The concept of ‘subjective power’ is developed to explore how these women make strategic and creative use of circulating discourses, interact with disciplinary regimes, and situate themselves within multi-faceted webs of power relationships, such as in relation to the institutions of medicine, the media, and heterosexuality. The embodied nature of both the risk of pregnancy and the use of contraceptive technologies is argued to lead the women to assert a right of bodily autonomy. Yet this assertion conflicts with their expectation of equitable coupledom within heterosexuality and their routine consideration of men’s preferences. In addition, this thesis will show that taking ‘proper’ responsibility for preventing pregnancy constructs women as respectable, yet may increase their risk of contracting sexually transmitted infections.

Published
2003

40. Lessening Sensitivity: Student Experiences of Teaching and Learning Sensitive Issues

Author

Lowe, Pam

Abstract

Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how, although they found it difficult and distressing at times, the students all valued being able to explore sensitive issues during their studies. The paper argues that it is though repeated exposure to sensitive issues within the classroom that the students became more comfortable with the issues. This process of lessening sensitivity is an important part of the emotional journey through higher education. It will argue that good student experiences need not always be positive emotions and that sensitive issues should be seen as an important part of transformational education.

Published
2015
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