Describing the diagnosis and management of maxillofacial and associated traumatic injuries step by step, Oral and Maxillofacial Trauma, 4th Edition takes you beyond the surgical management of head and neck trauma to cover the general management of traumatic injuries, systemic evaluation of the trauma patient, and special considerations associated with maxillofacial trauma patient care. New to this edition are over 700 full-color illustrations showing details of traumatic injuries and their treatment. Edited by head and neck trauma expert Dr. Raymond J. Fonseca, along with over 80 highly respected contributors, this comprehensive reference provides all of the information you need to offer the best care possible to maxillofacial trauma patients. One-of-a-kind, comprehensive chapters cover current research literature with topics including advances in maxillofacial trauma surgery, nonpenetrating chest trauma, metabolic response to trauma, maxillofacial prosthetics, and the societal impact of maxillofacial trauma. Coverage of emerging topics includes firearm injuries, neurologic injuries (the leading cause of death from trauma), wound healing, airway management, shock, and nasal fractures, so you can work confidently with team members from other disciplines such as neurologists, anesthesiologists, and orthopedists. Over 80 expert contributors represent the specialties of oral and maxillofacial surgery, anesthesiology, and otolaryngology. UPDATED content reflects current thinking and the latest techniques in the management of traumatic injuries. NEW full-color illustrations and design highlight clinical areas and show details of injuries and their treatment. NEW! Streamlined, single-volume format makes information easier to access and the book easier to carry.

One of the easiest things an anesthesiologist can do is to administer an anesthetic, and therein lies one of the major dangers of anesthesia. Like in flying and diving, if the rules are followed, mishaps should be very rare. The Art of Anesthesiology so often depends on anticipation of the unexpected, knowing the patient and doing something intelligent when the Science does not give a clear cut answer to a problem. The risks to our patients can, therefore, be markedly reduced, if we have a good grasp of the difficulties and dilemmas that they are prone to, before they are anesthetized. Herein lies the great value of preanesthetic assessment. Preanesthetic Assessment has now reached its third volume in the space of five years. Twenty-four new areas are covered with more than enough detailed information to satisfy the careful practitioner and the Board Examiner. Dr. Elizabeth Frost is to be congratulated on presenting a breadth of material that contains something useful and informative for everyone in training or practice. Subjects vary from the demands of the athlete to those of the Jehovah 's Witness, congenital disorders to pediatric and obstetrical quandaries. Other problem areas include drug abuse, endocrinology, the patient undergoing neuroradiology and a mixed bag of diseases that provide the unprepared anesthesiologist with problems.

The primary mission of the medical school is to create new doctors. Once the medical student has received his or her doctorate, the medical school's interest in, and acceptance of, responsibility for the continued professional development of the physician ceases almost entirely. Yet, with scientific advances in medicine increasing exponentially and the inevitable erosion of memory with time, teachings from our schools of medicine become increasingly irrelevant, forgotten, or both. To maintain competence, the physician must continuously re-educate him- or herself. CME-Continuing Medical Education-will probably never attain the status of the medical school's degree-granting undergraduate program, but medical schools and their faculties must recognize their responsibility, not creating competent physicians but also for maintaining that com only for petence. is the product of a Continuing Medical Education program This volume initiated by the Department of Anesthesiology at the Albert Einstein Col lege of Medicine/Montefiore Medical Center. Our Department of Anes thesiology has historically been, and continues to be, unusually active in post-doctoral education through regional and national conferences and symposia. We recognized, however, that programs that bring physicians together in one location for a limited menu of lectures, questions, and discussion reach only a fraction of the potential audience of anesthesiolo gists. Such programs, as valuable as they are, by their very structure exclude more anesthesiologists than they include."

The primary mission of the medical school is to create new doctors. Once the medical student has received his or her doctorate, the medical school's interest in, and acceptance of, responsibility for the continued professional development of the physician ceases almost entirely. Yet, with scientific advances in medicine increasing exponentially and the inevitable erosion of memory with time, teachings from our schools of medicine become increasingly irrelevant, forgotten, or both. To maintain competence, the physician must continuously re-educate him- or herself. CME-Continuing Medical Education-will probably never attain the status of the medical school's degree-granting undergraduate program, but medical schools and their faculties must recognize their responsibil ity, not only for creating competent physicians but also for maintaining that competence. With these words I introduced the first volume of Preanesthetic Assessment in 1986. The series was a product of a Continuing Medical Education program initiated by the Department of Anesthesiology, Albert Einstein College of Medicine/Montefiore Medical Center. Controversy continues to exist over the lasting educational value of conferences that bring physicians together. Moreover, because of time or financial con straints, only a small number of anesthesiologists are able to attend seminars on a frequent basis. By producing a monthly, current, clinical series in conjunction with Anesthesiology News over these 4 years, we have been able to make state-of-the-art analyses available to all anesthesiologists."

Becoming a Successful Executive Won't Require Spending Thousands on Training or Years Studying in a Degree Program!This book is about taking personal control of your management career by planning for your development outside of training sessions or university degree programs. Careers and organizations are changing rapidly so personalizing your own training and competency development is critical. Talent management is what your employer offers you but action learning in the workplace is building your own managerial competencies without losing a single day on the job. Use this book to spot your best learning opportunities within your current job and then learn how you can plan your job assignments to build valuable, portable, and job-relevant skills. Included in this book are self-evaluations for cognitive competence, virtual competence, emotional competence, cross-cultural competence, socialization competence, health competence, and competencies in spotting leadership differences and situational recognition. You will find sound applied strategies in each chapter for building these competencies into strengths that will further your career in management, such as: How Do I Know What Competencies I Need? What Are My Strengths and What Are My Weaknesses? How Do I Build Valuable Skills On-The-Job?

This new release of Gerhard E. Frost's classic The Color of the Night includes 86 short reflections inspired by the biblical Job.

Each reflection begins with a quotation from Job and wrestles with the difficult issues that we face during times of crisis, such as trust in God, the meaning of life, and fairness in the world.

With newly added questions for reflection and discussion, this thoughtful book is ideal for individual and group study in Lent (or any season) or for personal devotion.