43 research outputs found
The Educational Support of Children with Severe Multiple Disabilities and Method of Alignment with Parents : Qualitative Research Through Interviews with Parents
Development of the Curriculum for Students who have the Secondary Disabilities : Attempt to cultivate deep learning and self-esteem through relationships
Psychological Transformation of Mothers About Child-Rearing for Students Who Are Currently Participating in Society But Have Experienced Secondary Disabilities : Through Interviews With Mothers
Case Study on Educational Support in Growth Process of Child with Developmental Disabilities : Utilizing “Questionnaire Children with Difficulties (QCD)”and Amount of Physical Activity
Multivariate analysis of magnetic resonance imaging of focal hepatic lesions.
A total of 124 lesions from 1 to 6cm in diameter, including 31 cavernous hemangiomas, 32 metastases and 61 hepatocellular carcinomas (HCC) were analyzed to study the usefulness of magnetic resonance imaging (MRI) at 0.5 Tesla to differentiate focal hepatic lesions on the basis of qualitative criteria. Each focal hepatic lesion was assessed for shape, internal architecture and signal intensity relative to normal liver parenchyma. While all cavernous hemangiomas and metastases except one lesion could be detected, detection rate of HCC was significantly inferior to that of the other two diseases. A tumor capsule and a hyperintense focus on T1-weighted images were demonstrated in only HCC lesions in strong contrast with the other two diseases; however, metastases with slow-growing characteristics or subacute hematoma may appear as similar images. Cavernous hemangiomas appeared markedly hyperintense on T2-weighted images in 23 of 31 lesions, but one metastasis and one HCC had similar images. A multivariate analysis of several MRI resulted in the following mean discriminant scores: cavernous hemangioma, -1.2652; metastasis, 0.1830; and HCC, 0.7138. It appeared to be possible to differentiate the three diseases with 84.4 percent accuracy.</p