Gentamicin and other potentially ototoxic medications.

<p>Gentamicin and other potentially ototoxic medications.</p

General clinical data.

<p>General clinical data.</p

Audiologic status and neurodevelopmental outcome in the study group.

<p>Audiologic status and neurodevelopmental outcome in the study group.</p

Demographic and perinatal characteristics.

<p>Demographic and perinatal characteristics.</p

Additional file 2 of Population pharmacokinetic analysis of lopinavir in HIV negative individuals exposed to SARS-CoV-2: a COPEP (COronavirus Post-Exposure Prophylaxis) sub-study

Additional file 2: Figure S1. Observed plasma concentrations of LPV for the two study populations. Figure S2. Distribution of ka estimated by bootstrap. Table S1. PK parameters of the published popPK models

Additional file 1 of Population pharmacokinetic analysis of lopinavir in HIV negative individuals exposed to SARS-CoV-2: a COPEP (COronavirus Post-Exposure Prophylaxis) sub-study

Additional file 1. Dataset analyzed during this study

Laborativ matematik : en möjlighet eller en belastning

The past years there has been a big media circus, that states that the Swedish schoolsystem is broken and with dropping results in PISA as a proof of this statement. Voices have been heard that teachers rely on textbooks in a voluminous way and some suggest that this is the main problem as Swedish students dropping in mathematics results. This study shows how teachers perceive their use of laboratory mathematics and is therefore based on a teacher perspective. What I want with this study is to show how teachers looks at the correlation between benefits and disadvantages in using laboratory mathematics, but also to create an awareness for understanding the difficulties that you may face as teacher if you want to use laboratory mathematics as a tool when teaching. In this study, the main focus is on how teachers use laboratory mathematics as an option when teaching. Nine teachers participated in an online survey and answered questions about how they use laboratory mathematics and what benefits or disadvantages it may comprehend. To add, two teachers also attended to a private interview and another two were observed. The result that was found is that teachers can see big advantages in using laboratory mathematics especially when teaching geometry. The teachers pinpoint how using laboratory mathematics supports students deeper understanding for the mathematic contents. Though, teachers also highlight that there is a urgent need for the teacher to have the knowledge to comprehend meaningful and aimful lessons. Apart from knowledge teachers points to the lack of time to plan and execute as a disadvantage. The lack of time combined with insufficient knowledge in how to use laboratory mathematics is the determiner if laboratory mathematics is seen as a possibility or an affliction

Residual plasma concentrations of antimalarials found prior to treatment in 148 malaria patients [ng/mL].

<p>No artemether, artesunate, dihydroartemisinin, amodiaquine, <i>N</i>-desethyl-amodiaquine, piperaquine, pyronaridine, mefloquine, or chloroquine was found.</p

Review of pharmacokinetic studies of sulfadoxine (continued).

a<p>Derived from clearance and plasma half-life (<i>t_½</i>).</p>b<p>Derived from clearance and elimination rate constant (<i>λ</i>).</p>c<p>Derived from <i>V</i>/<i>CL</i> × ln(2).</p>d<p>Corrected by a factor of (<i>BW</i>/11 kg)^0.72 for other body weight (<i>BW</i>) values.</p>e<p>Corrected by a factor of (<i>BW</i>/11 kg)^0..64 for other body weight (<i>BW</i>) values.</p

Residual plasma concentrations of antimalarials found prior to treatment in 148 malaria patients.

<p>Number of patients (n), median, 25^th and 75^th percentile, lower and upper adjacent values, and outside values are shown for lumefantrine, desbutyl-lumefantrine, sulfadoxine, pyrimethamine and quinine on a logarithmic scale [ng/mL].</p