FOUR STARS from Doody's Star Ratings (TM) HIGHLY COMMENDED by the BMA Medical Book Awards for Surgery! Secondary rhinoplasty requires a vast amount of sophistication and surgical skill....This book was created out of the desire to fill a much needed void in this area. With over 70 authorities contributing to the book, it succeeds in fulfilling its goals. -- Doody's Book Review (Score: 95) We believe in the saying 'practice makes perfect' as well as that deep knowledge, solid experience, well-developed skills, good insight, and steady judgment are critical to success in any endeavor....the two editors of this book have such qualities. -- BIZ INDIA Rhinoplasty is one of the most challenging operations in aesthetic plastic surgery. Not only is it technically difficult as no two noses are the same, surgical decision making plays an absolutely critical part. Unpredictable post-operative healing, natural facial asymmetry, and high patient expectations lead to a high incidence of secondary (revision) operations. With contributions from a truly outstanding, international list of experts, this two-volume set covers operative principles and includes the personal techniques of nearly 50 experts. The books are liberally illustrated with color photos and artwork. Also included are the e-book version, as well as 13 hours of surgical video, presented in 120 tightly-edited clips and showcasing 30 full procedures.
(source: Nielsen Book Data)

• ""Contents""; ""Figures""; ""Acknowledgments""; ""Introduction""; ""1 “Into the Hands of the Ladiesâ€?""; ""2 From the Almshouse to Respectability""; ""3 Continuity with Significant Discontinuities""; ""4 At the Crossroads""; ""5 An End and a Beginning""; ""Conclusion""; ""Appendices""; ""Notes""; ""Bibliography""; ""Index""

A timely examination of Canada's hospital experience.
(source: Nielsen Book Data)

• v. 1. The first half century, 1829-1885.
• (source: Nielsen Book Data)

Founded by four Scottish physicians, the McGill School of Medicine opened in 1829. Teaching style in the school followed the so-called Edinburgh tradition, which for decades emphasized anatomy and clinical observation and ignored progressive educational theory and scientific advances. Out of this conservative environment, however, emerged four remarkable young professors who would lead the reform that marked a new era in medicine at McGill. William Osler, Francis Shephard, Thomas Roddick, and George Ross introduced laboratory training to teach students the scientific method in a hands-on environment and to encourage them to develop a more sophisticated approach to clinical medicine and surgery. McGill Medicine: Volume 1 records not only the history of Canada's premier medical school but also the evolution of scientific medical education in Lower Canada.
(source: Nielsen Book Data)

• Table of Contents; Preface; Acknowledgements; Contributors and Symposium Participants; IDENTIFICATION OF PROBLEMS IN MEDICAL EDUCATION; Ch. 1 Changing Concepts in Clinical Education: The Case for a Theory / John I Balla; PROBLEM
• 1: DIFFICULTIES OF INTEGRATION OF KNOWLEDGE; Ch. 2 Institutional Learning and the Integration of Knowledge / John B Biggs; Ch. 3 The Role of Context in Elaborated Learning / Colin R Coles; PROBLEM
• 2: THE UNCERTAINTIES OF THE CLINICAL PROCESS; Ch. 4 On the Psychology of Clinical Decision Making: What is a Rational Expectation? / Arthur S Elstein.

The purpose of this book is to develop the beginnings of a suitable theoretical framework for medical education which could be taken as a model for education in the other clinical professions.

• List of Contributors. Foreword. Preface. Chapter One: Expert evidence and healthcare professionals. Introduction. The adversarial system of justice. Expert reports. Evidentiary exclusionary rules. Pre-trial preparation for expert witnesses. Appearance. Timeliness. Giving of evidence. Managing cross-examination. Summary. References. Chapter Two: Forensic investigation of biological weapon use. Introduction. A choice of words. Threat assessments. Presenting features. Forensic microbiology or microbial forensics? Assembling evidence from emerging infectious disease biology. Current constraints. References. Appendix.
• Chapter Three: The paediatric hymen. Introduction. Studies of normal anatomy. Studies of genital findings in sexually abused girls. Studies of acute injuries as they heal. A consideration of test reliability. Putting it all together. References. Chapter Four: Assessment and interpretation of bone trauma in children. Introduction. How should I evaluate suspected bone trauma in children? What radiological investigations identify bone trauma? How do X-rays detect fractures? How does ultrasound detect bone injury? How do nuclear medicine scans detect bone injury? How does MRI detect bone injury? How are medical images presented and shared? What forces cause bones to fracture? Are some bone injuries diagnostic of child abuse? What do we know about bone healing in children? What tests detect fragile bones? Neonates with fractures: what are the special considerations? Can the time of bone injury be determined? Why might an X-ray be reported as normal when bone trauma exists? Why might an ultrasound appear normal when bone trauma exists? Why might a nuclear medicine scan appear normal when bone trauma exists? Why might an X-ray appear abnormal when no bone trauma exists? Why might a nuclear medicine scan appear abnormal when no bone trauma exists? How do I deal with correctly interpreted but discordant imaging findings? Why might an X-ray appear normal and bone scan 'hot' when bone trauma exists? Why might a fracture seem obvious on plain X-ray but bone scan is 'cold' when bone trauma exists? When and why should I repeat x-rays? How does the process of forming a forensic medical opinion differ from the process of diagnosis in clinical medicine? Why do I need to be aware of my level of confidence in my medical diagnosis? What factors should I consider when forming a diagnostic opinion about the cause of a child's fracture? References. Chapter Five: Adult sexual assault. Introduction. Sexual assault settings and characteristics. Findings after sexual assault. Toxicology and sexual assault. Forensic science and sexual assault. Treatment after sexual assault. Summary. References. Chapter Six: The ethical and medical aspects of photo-documenting genital injury. Introduction. Sexual assault. Imaging the body in the history of medicine. Photography. The evolution of the photography of genital injury. A particular Australian's experience. Ethics of care. Why no ethical objection to children being photographed? The difference that being a child makes and its relevance. Advancing the question of best ethical practice. Clinical forensic medicine and sexual assault. Conclusion. References. Appendix. Chapter Seven: The photography of injuries. Introduction. The image. Equipment. Illumination. Polarizing filters. Forensic scales. The photography of an injury. The colour control or reference. Cross-polarized photography. Reflected ultraviolet. Infrared. Long wave ultraviolet-induced fluorescence. Imaging file format. The audit trail. Conclusion. References. Further reading. Chapter Eight: DNA analysis: Current practice and problems. Introduction. DNA collection and storage. DNA extraction. DNA quantification. DNA amplification. DNA separation and detection. DNA genotyping. Standard loci sets and commercial STR kits. Statistical evaluation of a DNA match. Assessing STR profiles. Mixtures of DNA. Degraded DNA. Low-template DNA. Other genetic markers. Tissue identification. Use of DNA in the criminal justice system. References Chapter Nine: Injury interpretation: Possible errors and fallacies. Injury visualization. Nomenclature. Photography. Aging of injuries. Force of injury. Medical limitations and considerations. Genito-anal injuries in the adult. Child abuse. Self-inflicted injury. Other specialist opinions. Opinions. How to avoid errors. References. Chapter Ten: Self-inflicted injuries and associated psychological profiles. Introduction. Forensic aspects of self-harm. Psychiatric aspects of self-harm. Epidemiology. Classification of self-harm. The clinical dilemma. Management. Long-term outcome. Conclusion. References Chapter Eleven: Bite marks. Introduction and cautionary remarks. Animal bites. Other injuries mimicking bites. Bites in foodstuffs. Examination of injuries in the dead. Examination of the living. Examination of the suspect. Trends in bite-mark analysis. Acknowledgement. References. Further Reading.
• Chapter Twelve: Aviation disasters: The role of the forensic pathologist. Introduction. The scene. The autopsy. Establishing the cause of death. Circumstances surrounding death. Forensic pathology report. References. Index.
• (source: Nielsen Book Data)

Although forensic medicine has been in existence for centuries in one guise or another, it is only with the recent growth in international research that it has begun to be acknowledged as a specific discipline in its own right. Many areas of progress are being made and this text aims to provide a unique, in-depth and critical update on selected topics that are of direct relevance to those practicing in the field including lawyers, police, medical and dental practitioners, forensic scientists and postgraduate/undergraduate medical students and undergraduate law students preparing for forensic medicine examinations. This volume is designed to cover the wider aspects of forensic medicine, including the law, science, medicine (forensic pathology, clinical forensic medicine and forensic psychiatry) and dentistry. Topics covered include subjects of debate and/or uncertainty in areas where significant advances have been made and in those of current relevance to the forensic profession, Chapters provide a variety of approaches to the areas under discussion with reviews of current knowledge, information on significant changes and pointers to the future that the reader should be aware of. Features: * An authoritative review, for forensic medicine practitioners throughout the world, from leading international experts in the field. * Provides critical commentary and updates on current practice. * Topics include: a guide to the presentation of forensic medical evidence, bioterrorism, the paediatric hymen, assessment and interpretation of bone trauma in children, adult sexual assault, genital photography, forensic photography, common errors in injury interpretation, self-inflicted injuries and associated psychological profiles, bite marks and the role of the pathologist in aviation disasters. * Includes a wealth of four colour figures to illustrate key points discussed within the text.
(source: Nielsen Book Data)

• HALF TITLE: HOW TO LEARN AND TEACH IN MEDICAL SCHOOL: A LEARNER-CENTERED APPROACH; TITLE PAGE: HOW TO LEARN AND TEACH IN MEDICAL SCHOOL: A Learner-Centered Approach; PREFACE; INTRODUCTION; ACKNOWLEDGMENTS; CONTENTS; Part I: THE LEARNER; INTRODUCTION;
• Chapter 1: GATHERING AND ENCODING INFORMATION TO BUILD A KNOWLEDGE BASE;
• Chapter 2: APPLYING KNOWLEDGE TO GAIN NEW KNOWLEDGE;
• Chapter 3: PLANNING SELF-DEVELOPMENT; Part II: THE TEACHER; INTRODUCTION;
• Chapter 4: RECOGNIZING AND REDUCING THE IMPACT OF INDIVIDUAL LEARNING DIFFERENCES;
• Chapter 5: IDENTIFYING LEARNING PROBLEMS.

This book can be used by students, faculty, and administrators to enhance the process of medical education. Medical students can use it to develop and refine their learning skills, assess their individual learning needs, identify resources to meet these needs, and to prepare themselves for critical learning events and transitions. Faculty can use this book to understand the learning process and develop teaching skills, thereby providing a framework for critically assessing how they teach. Administrators can use it to expose inadequacies in the medical education process and to strengthen the te.

• HALF TITLE: A STUDY GUIDE TO UNDERSTANDING RADIOGRAPHY
• TITLE PAGE: A STUDY GUIDE TO UNDERSTANDING RADIOGRAPHY
• CONTENTS
• CHAPTER ONE: CHARACTERISTICS OF THE RADIOGRAPHIC IMAGE
• CHAPTER TWO: RADIOGRAPHIC FILM
• CHAPTER THREE: AUTOMATIC PROCESSING
• CHAPTER FOUR: INTENSIFYING SCREENS
• CHAPTER FIVE: MILLIAMPERAGE
• CHAPTER SIX: FOCAL FILM DISTANCE
• CHAPTER SEVEN: KILOVOLTAGE
• CHAPTER EIGHT: THE HUMAN BODY AS AN EMITTER AND BEAM MODIFIER
• CHAPTER NINE: CONTROLLING THE REMNANT BEAM
• CHAPTER TEN: TOMOGRAPHY
• CHAPTER ELEVEN: CONVERSION FACTORS IN RADIOGRAPHY*

• CHAPTER TWELVE: FILM CRITIQUE
• CHAPTER THIRTEEN: RADIATION PROTECTION
• CHAPTER FOURTEEN: RADIOGRAPHIC TUBES
• CHAPTER FIFTEEN: THE X-RAY CIRCUIT
• CHAPTER SIXTEEN: T. V. CAMERAS, IMAGE INTENSIFICATION, AND DIGITAL SUBTRACTION
• CHAPTER SEVENTEEN: COMPUTERIZED TOMOGRAPHY
• ANSWERS.

This study guide amplifies and clarifies the material found in the main text, UNDERSTANDING RADIOGRAPHY. With its parallel format, the study guide will help the reader understand and remember the information presented. The guide has been expanded to include the material added to the Third Edition, including a new chapter on computed tomography. In the study guide, the author concentrates on helping the reader prepare for the registry examination. He poses hundreds of questions that will help the student retain each lesson and assess his or her own mastery of it. These questions are arranged by.

• Introduction--
• 1. Clinical records--
• 2. Consent--
• 3. Disclosure and confidentiality--
• 4. Statement, report writing and witness statements--
• 5. Fitness to be detained--
• 6. Fitness to be interviewed--
• 7. Examination in cases of assault--
• 8. Examination of victim of alleged sexual assault--
• 9. Examination of suspect in sexual assault--
• 10. The scene of death--
• 11. Mental health--
• 12. Road traffic offences--
• 13. Appendices.
• (source: Nielsen Book Data)

A guide for the forensic clinician dealing with front-line police surgeon work, which sets out clearly and concisely the standards of best practice in forensic medicine. Additionally, the book explains the practicalities and difficulties of the work and practices of a police surgeon for police personnel, lawyers and others, for whom an understanding of clinical forensic medicine is vital. It stresses throughout the importance of communication, consent, disclosure, record keeping and statement writing, and also the importance of the role of the forensic physician in court.
(source: Nielsen Book Data)

• Realities and Myths Realities and Myths Tallying the Cost Paying the Price Working It Off Living the Life A New Perspective Resourses at Your Fingertips.
• (source: Nielsen Book Data)

The Right Price is a concise, practical guide to the real cost of a medical education in the United States and how to finance it.
(source: Nielsen Book Data)

• INSTRUCTOR'S MANUAL For Use With PRACTICAL RADIOGRAPHIC IMAGING; CONTENTS; ADDITIONAL ASSIGNMENT QUESTIONS:; ANSWERS TO ASSIGNMENT CALCULATIONS QUESTIONS; ANSWERS TO CHAPTER REVIEW QUESTIONS; MULTIPLE CHOICE QUESTION BANKS FOR EACH CHAPTER; ANSWERS TO MULTIPLE CHOICE QUESTIONS; SUGGESTED LABORATORY EXERCISES FOR EACH CHAPTER.

The Instructor's Manual has been revised and updated to include a bank of 660 multiple-choice questions as well as calculation banks for reinforcement of mathematical technique skills, all of which may be copied for use on assignments and tests. Answers to all chapter review questions are provided, including 24 laboratory exercises. This manual will serve as an excellent study guide and will be an invaluable teaching tool to the instructor using the new Eight Edition of PRACTICAL RADIOGRAPHIC IMAGING.

• pt.
• 1. Founding and the early ears
• pt.
• 2. Civil War through the 1920s
• pt.
• 3. Depression to the 1980s.

Phinizy Spalding traces the development of Georgia's oldest medical school from the initial plans of a small group of physicians to the five school complex found in Augusta in the late 1980s. Charting a course filled with great achievement and near-fatal adversity, Spalding shows how the life of the college has been intimately bound to the local community, state politics, and the national medical establishment. When the Medical Academy of Georgia opened its doors in 1828 to a class of seven students, the total number of degreed physicians in the state was fewer than one hundred. Spalding traces the history of the Academy through its early robust growth in the antebellum years; its slowed progress during the Civil War; its decline and hardships during the early half of the twentieth century; and finally its resurgence and a new era of optimism starting in the 1950s.
(source: Nielsen Book Data)

• pt.
• 1. Founding and the early ears
• pt.
• 2. Civil War through the 1920s
• pt.
• 3. Depression to the 1980s.

Phinizy Spalding traces the development of Georgia's oldest medical school from the initial plans of a small group of physicians to the five school complex found in Augusta in the late 1980s. Charting a course filled with great achievement and near-fatal adversity, Spalding shows how the life of the college has been intimately bound to the local community, state politics, and the national medical establishment. When the Medical Academy of Georgia opened its doors in 1828 to a class of seven students, the total number of degreed physicians in the state was fewer than one hundred. Spalding traces the history of the Academy through its early robust growth in the antebellum years; its slowed progress during the Civil War; its decline and hardships during the early half of the twentieth century; and finally its resurgence and a new era of optimism starting in the 1950s.
(source: Nielsen Book Data)

• Section 1. Socio-economic aspects and accessibility
• section 1. Future of grids, core technologies and data integration
• section 3. Applications
• section 4. Poster extended abstracts.

This book presents the proceedings of HealthGrid 2010, the latest in the annual open forum for the integration of grid technologies, e science and e health methods and their application in biomedicine and healthcare. Previous conferences have highlighted the need to involve all actors, such as physicians, scientists and technologists, and have served to demonstrate the usefulness of grids to potential application domains, at least at the prototype level. More recently, cloud computing seems set to make animpact as a paradigm more readily acceptable in the practice of healthcare informatics, whilst grids may remain the infrastructure of choice for researchers. Included in this volume are the 19 papers selected after review from 42 original submissions forfull presentation at the 2010 conference. Additional papers, presented as posters at the conference, are reproduced here in shorter form. The book has four sections: section one contains four papers under the broad heading of 'Socio Economic Aspects and Acessibility', section two: 'Future of Grids, Core Technologies & Data Integration', consists of nine papers and section three comprises a further six papers covering 'Applications'. Section four includes the 'Poster Extended Abstracts'. Of interest to grd middleware and healthgrid application developers, ethicists, security experts and policy makers as well as all users of biomedical and health informatics, this book provides an overview of current trends and developments in this increasingly important feld of healthcare.

• The history of the school
• The curriculum
• The Graduate School of Biological Sciences / by Terry Ann Krulwich
• The basic sciences
• The Department of Anatomy; the Department of Cell Biology and Anatomy; the Center for Anatomy and Functional Morphology
• The Department of Physiology; the Department of Physiology and Biophysics
• The Department of Microbiology
• The Dorothy H. and Lewis Rosenstiel Department of Biochemistry; the Dorothy H. and Lewis Rosenstiel Department of Pharmacology and Biological Chemistry
• The Department of Pharmacology; the Dorothy H. and Lewis Rosenstiel Department of Pharmacology and Biological Chemistry
• The centers and institutes
• Center for Molecular Biology; the Brookdale Center for Molecular Biology; the Brookdale Department of Molecular, Cell, and Developmental Biology
• Center for Neurobiology; the Arthur M. Fishberg Center for Neurobiology; the Fishberg Research Center for Neurobiology and the Kastor Neurobiology of Aging Laboratories
• The Derald H. Ruttenberg Cancer Center
• The Carl C. Icahn Center for Gene Therapy and Molecular Medicine
• The Center for Immunobiology
• The Department of Community and Preventive Medicine
• The Department of Human Genetics
• The Department of Health Policy
• Graduate and postgraduate education
• The faculty practice plan
• The Mount Sinai alumni
• Student voices: in their own words.

ContentsPreface and Acknowledgments PART I1 The History of the School 2 The Curriculum 3 The Graduate School of Biological Sciences PART II4 The Basic Sciences 5 The Centers and Institutes 6 The Department of Community and Preventive Medicine 7 The Department of Human Genetics 8 The Department of Health Policy 9 Graduate and Postgraduate Education Part III10 The Faculty Practice Plan 11 The Mount Sinai Alumni 12 Student Voices: In Their Own WordsAppendixes A. Saul Horowitz, Jr. Memorial Award Recipients B. Honorary Degree Recipients C. The Mount Sinai Leadership D. The Mount Sinai Boards of Trustees, 2003 Notes Index About the Authors.
(source: Nielsen Book Data)