Major role of organic anion transporter 3 in the transport of indoxyl sulfate in the kidney

Major role of organic anion transporter 3 in the transport of indoxyl sulfate in the kidney.BackgroundIndoxyl sulfate is a uremic toxin that accumulates in the body because of the patient's inability to excrete it and it induces a number of uremic symptoms and leads to chronic renal failure. The functional failure of the excretion system for indoxyl sulfate causes its accumulation in blood. The purpose of the present study was to characterize the transport mechanism responsible for the renal excretion of indoxyl sulfate.MethodsThe [3H]indoxyl sulfate transport mechanism was investigated using an in vivo tissue-sampling single-injection technique, the kidney uptake index (KUI) method. Rat organic anion transporter 3 (rOAT3)-expressing Xenopus laevis oocyte system was used for measuring [3H]indoxyl sulfate uptake activity.ResultsProbenecid showed a concentration-dependent inhibitory effect on the uptake of [3H]indoxyl sulfate using the KUI method, and uptake was inhibited by organic anions such as para-aminohippuric acid (PAH) and benzylpenicillin, by weak base such as cimetidine, and by uremic toxins, such as 3-carboxy-4-methyl-5-propyl-2-furanpropanoic acid (CMPF) and hippuric acid (HA). However, salicylic acid, indomethacin, 3,5,3′-triiodo-L-thyronine and indole acetic acid (IA) had no effect on the uptake. rOAT3-expressing oocytes exhibited uptake of [3H]indoxyl sulfate by rOAT3 (Km = 158 μmol/L). Moreover, a number of uremic toxins inhibited the uptake of [3H]indoxyl sulfate by rOAT3.ConclusionsThese results suggest that rOAT3 is responsible for the renal uptake of indoxyl sulfate, and uremic toxins share the transport mechanism for indoxyl sulfate. Mutual inhibition of these uremic toxins via OAT3 may accelerate their accumulation in the body and, thereby, the progression of nephrotoxicity in uremia

CORRELATION BETWEEN THROWING MOTION AND MAXIMUM ELBOW VARUS TORQUE IN FEMALE PROFESSIONAL BASEBALL PITCHERS

The purpose of this study was to identify the correlation between throwing motion and maximum elbow varus torque (MEV) in female professional baseball pitchers. Twelve pitchers without pre-existing pain were recruited. Ball velocity and pitching motion were measured. Ball velocity and, kinematic and kinetic data from each joint during the pitch were extracted to evaluate the correlation with MEV. There was no correlation between the fastest ball velocity and MEV. Sixteen kinematic and kinetic parameters were found to have significant correlations with MEV. Particularly, as trunk rotation angle to the non-throwing direction before lead foot contact (FC) increased, the MEV decreased. Rotating the trunk in the non-throwing direction before FC and immediately in the throwing direction after FC could be a key component of the throwing motion

E-portfolios in an educational and ocupational context

AbstractePortfolios (or e-portfolios) are also known as “electronic” or ‘digital’ portfolios, “webfolios” and even “on-line personal development plans” or “Digital notebook”.There are also many definitions of ePortfolios, but it is important to remember that an ePortfolio is best defined by its purpose.However, the ePortfolios allows learners to trace the development of their thinking and learning over time and to show those competencies to the university and to employers.More than that, ePortfolios can provide digital resources relevant to their own study (personalised information) and links to other learners (for collaboration and feedback).When working with e-portfolios in an educational context, it is important to not only introduce the method, but to also implement ePortfolios as an overall concept. Successful implementation of the ePortfolios approach demands a different approach to teaching and learning. When working with ePportfolios, the focus lies in the combination of storing both the products and the process of learning. The documentation of learning processes is achieved by recording reflections on the learning progress of individuals.In this presentation we will analyze the ePortfolios from the main actors’ perspective:Studentsthe main challenge is to acquire the necessary skills to build a professional ePortfolio and, more fundamentally, to develop the ability to reflect on and accept greater responsibility for their own professional development. Using ePortfolios, students learned to think more about their own learning, to organize their work better, to plan how to improve their skills and competences etc.Teachersthe use of new tools, resources and approaches can definitely contribute to the new vision of professional development that is being called in favor to support teachers’ efforts and to adjust their teaching to the actual learning needs of their students.ePortfolios can serve these purposes, allowing and contributing for the reflection on the teachers’ goals, assessing their practice strengths and areas which need improvement documenting at the same time their professional growth thus generating ideas for future teaching development. Additionally, teachers need strategies to support learners in creating and maintaining their ePortfolios, and in evaluating the outcomes.Employersthey are interested to find on the labor market highly qualified graduates, according with their expectations and without a great effort or time consumingIn this respect, during this paper we will present how and in which way the educational actors can benefit if they implement ePortfolios in the educational and occupational context