Developmental characteristics of urinary coproporphyrin I/(I + III) ratio

2016 ◽  
Vol 58 (10) ◽  
pp. 974-978 ◽  
Author(s):  
Jun Kunikata ◽  
Hitoshi Okada ◽  
Susumu Itoh ◽  
Takashi Kusaka
Keyword(s):  
Developmental Characteristics ◽  
Urinary Coproporphyrin ◽  
Coproporphyrin I

scholarly journals Urinary coproporphyrin I/(I + III) ratio as a surrogate for MRP2 or other transporter activities involved in methotrexate clearance

2014 ◽  
Vol 78 (2) ◽  
pp. 329-342 ◽  
Author(s):  
Isabelle Benz-de Bretagne ◽  
Noël Zahr ◽  
Amélie Le Gouge ◽  
Jean-Sébastien Hulot ◽  
Caroline Houillier ◽  
...  
Keyword(s):  
Urinary Coproporphyrin ◽  
Coproporphyrin I

Liquid-chromatographic separation and determination of coproporphyrins I and III in urine.

1983 ◽  
Vol 29 (2) ◽  
pp. 350-353 ◽  
Author(s):  
T Sakai ◽  
Y Niinuma ◽  
S Yanagihara ◽  
K Ushio
Keyword(s):  
Acetic Acid ◽  
Present Method ◽  
High Performance ◽  
Normal Subjects ◽  
Liquid Chromatographic Separation ◽  
Acetic Acid Treatment ◽  
Liquid Chromatographic ◽  
Urinary Coproporphyrin ◽  
Coproporphyrin I

Abstract We describe a method of determining coproporphyrin I, III, and I plus III in urine by "high-performance" liquid chromatography. Urine is simply injected after dilution with an equal volume of glacial acetic acid. Some urinary coproporphyrin apparently binds zinc without acetic acid treatment. The working linear range of coproporphyrin concentrations is 10 to 2000 micrograms/L of urine. The sensitivity of the method is sufficient to detect as little as 10 micrograms of coproporphyrins per liter of urine. Analytical recoveries for both coproporphyrins were 96.7-106%. Results by the present method and those by an extraction method (Br J Ind Med 31:72-74, 1974) correlate well (r = 0.975). Mean (and range) coproporphyrin I, III, and I plus III concentrations in urine from normal subjects are 33.7 (7-75), 28.6 (0-130), and 62.2 (7-174) micrograms/L, respectively.

Developmental characteristics of visual cognitive function during childhood according to exploratory eye movements

2009 ◽  
Vol 31 (10) ◽  
pp. 750-757 ◽  
Author(s):  
Chiyomi Egami ◽  
Kiichiro Morita ◽  
Takashi Ohya ◽  
Youhei Ishii ◽  
Yushiro Yamashita ◽  
...  
Keyword(s):  
Eye Movements ◽  
Cognitive Function ◽  
Developmental Characteristics ◽  
Visual Cognitive

scholarly journals A MICROMETHOD FOR THE QUANTITATIVE DETERMINATION OF THE URINARY COPROPORPHYRIN ISOMERS (I AND III)

1947 ◽  
Vol 168 (1) ◽  
pp. 133-144
Author(s):  
Samuel Schwartz ◽  
Violet Hawkinson ◽  
Sanford Cohen ◽  
Cecil James Watson
Keyword(s):  
Quantitative Determination ◽  
Coproporphyrin Isomers ◽  
Urinary Coproporphyrin

scholarly journals Relationship of Hemoglobin Level and Plasma Coproporphyrin‐I Concentrations as an Endogenous Probe for Phenotyping OATP1B

2021 ◽  
Author(s):  
Yosuke Suzuki ◽  
Yuri Sasamoto ◽  
Teruhide Koyama ◽  
Chisato Yoshijima ◽  
Ayako Oda ◽  
...  
Keyword(s):  
Hemoglobin Level ◽  
Relationship Of ◽  
Coproporphyrin I

Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education

2021 ◽  
pp. 016235322110235
Author(s):  
Claudia A. Cornejo-Araya ◽  
Leonie Kronborg
Keyword(s):  
Grounded Theory ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
Theory Approach ◽  
Positive Attitudes ◽  
Safe Learning Environment ◽  
Contextual Determinants ◽  
Developmental Characteristics ◽  
Highly Able ◽  
Grounded Theory Approach

Adopting a constructivist grounded theory approach, 91 students from Years 9 to 11, in gifted educational programs from three schools in Melbourne, nominated their inspiring teachers. Eleven teachers, who received the highest number of nominations, were invited to an interview and an observation of their teaching. The emerged theoretical construct was identified as “Opening new possibilities: Inspiring teachers of gifted and highly able students,” which is further explained through three main categories: Being a knowledgeable and passionate teacher, creating an academically safe learning environment, and teaching beyond and above the regular curriculum. In addition, the theoretical process was explained through three phases: Expanding knowledge and understanding, Fostering positive attitudes, and Encouraging students to take action. Contextual determinants were considered to analyze and report the findings: students’ developmental characteristics, school culture, curriculum, and gifted educational provisions. Findings are discussed in the light of existing literature, as well as study limitations and ideas for future research.

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