Results 151 to 160 of about 147,256 (302)

Pragmatic markers and pragmaticalization: lessons from false friends [PDF]

open access: yes, 2010
Lauwers, Peter   +2 more
core  

Contraindicated drug–drug interactions and associated adverse drug reactions in an observational cohort study of 4543 paediatric hospitalized patients

open access: yesBritish Journal of Clinical Pharmacology, EarlyView.
Abstract Background and Purpose Drug–drug interactions (DDIs) are associated with an increased risk of adverse drug reactions (ADRs). Hospitalized children are particularly vulnerable to DDIs and ADRs due to polypharmacy, frequent use of unlicensed or off‐label medications, and dosing regimens often extrapolated from adult data.
Emilie Laval   +6 more
wiley   +1 more source

Impact of empiric potassium supplementation on mortality, sudden cardiac arrest and stroke in furosemide initiators

open access: yesBritish Journal of Clinical Pharmacology, EarlyView.
Aim A prior non‐randomized study suggests that potassium supplementation may improve survival among furosemide initiators, and a randomized trial suggests that salt substitutes containing potassium might lower stroke risk. We conducted a retrospective cohort study using health‐care data to confirm or refute these associations among new users of ...
Thanh Phuong Pham Nguyen   +8 more
wiley   +1 more source

Reception Baseline Assessment and ‘small acts’ of micro‐resistance

open access: yesBritish Educational Research Journal, EarlyView.
Abstract In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years ...
Guy Roberts‐Holmes   +2 more
wiley   +1 more source

Sustaining the teaching profession: Innovating the ‘golden thread’ in university‐led teacher education

open access: yesBritish Educational Research Journal, EarlyView.
Abstract This paper examines the implications of England's ‘golden thread’ policy framework for teacher education, which describes a state‐mandated, linear model of professional learning from initial teacher training and education through to continuing professional development.
Amanda Nuttall   +3 more
wiley   +1 more source

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