- 著者
- Yasuhiko Sugawara Taizo Hibi
- 出版者
- International Research and Cooperation Association for Bio & Socio-Sciences Advancement
- 雑誌
- BioScience Trends (ISSN:18817815)
- 巻号頁・発行日
- pp.2021.01094, (Released:2021-03-19)
- 参考文献数
- 33
- 被引用文献数
- 71
Hepatocellular carcinoma (HCC) is one of the most common cancers in the world, and cirrhosis is a risk factor for HCC. Resection is indicated for those unilobar tumors without vascular invasion and metastases in the liver and preserved liver function. Small HCC (< 2 cm) without microvascular invasion is associated with a 5-year recurrence rate as high as 50% to 60%, whereas liver transplantation is indicated for those within the Milan criteria (solitary tumor ≤ 5 cm or two or three nodules ≤ 3 cm) who have decompensated cirrhosis. The 1-, 3-, and 5-year survival rates of living donor liver transplantation for HCC are 85%, 75%, and 70%, respectively. This review summarizes the scientific evidence supporting the clinical practice recommendations for patients with HCC, and it discusses surgical treatment of HCC.
- 著者
- Yasuhiko Sugawara
- 出版者
- The Japan Association for Language Education and Technology
- 雑誌
- Language Laboratory (ISSN:04587332)
- 巻号頁・発行日
- vol.36, pp.33-50, 1999 (Released:2017-07-28)
Dictation is widely used as a teaching technique in listening comprehension classes as well as a testing device in many experiments. Although the positive effect of this technique has been reported, specific explanation about its effect is yet seen: How should it be used? ; For what level is it effective? In order to have a clearer idea about the effect of this long used teaching technique, the author of this article carried out an experiment using Japanese university students: The subjects were divided into two groups; dictation and control groups. They listened to two types of texts; elementary and intermediate levels. Each text was played three times; without any pause for the first and the third playings, and with 10 second pause after each sentence for the second. After the third playing, they were asked to write down what they thought they had understood from the text in their first language. The results were that the control group performed significantly better than the dictation group for the elementary text (t=2.67, p<0.01), but for the intermediate text, no significant differences were found between the groups (t=0.72, n.s.). Regarding the relation between the dictation and recall test scores, a statistically significant correlation was found only for the difficult text (r=0.7433, p<0.01), but not for the easy text in the dictation group although all the test scores correlated with each other in the control group. This article will discuss why such results were obtained and will reconsider whether dictation is a proper teaching technique to promote learner's listening comprehension.