Daniel Becker – författare

The third of a series of Multispecialty presentations in plastic surgery is this issue on Rhinoplasty, led by Dr. Babak Azzizadeh with plastic surgery section editor Dr. Ronald Gruber and facial plastic surgery section Editor Dr. Daniel Becker. This comprehensive publication on all aspects of Rhinoplasty and Revision Rhinoplasty presents clinical management from plastic surgeons and facial plastic surgeons on topics including: Anatomy/Analysis of the Nose in Rhinoplasty; External and Endonasal Rhinoplasty; Airway Obstruction; Surgical Treatment of Nasal Obstruction in Rhinoplasty; Cleft Lip Nose; Humpectomy/Spreader Flaps; Costal Cartilage Grafts in Rhinoplasty; Nasal Bones and Osteotomies; Dorsal Hump Osteotomies; Dorsal Augmentation; Short Nose Correction; Nasal Tip Deficiency; Projection and De-projection Techniques in Rhinoplasty; Projection and De-projection in Rhinoplasty; Use of Fillers in Rhinoplasty; Surgical Treatment of the Middle Nasal Vault; Bulbous and Broad Nasal Tip; The Crooked Nose; Surgical Treatment of the Twisted Nose; Nasal Base Deformities; Alar Rim Deformities; Rhinoplasty in the Asian Patient; Rhinoplasty in the African-American Patient; Rhinoplasty in the Latino Patient; Revision Rhinoplasty; Chin Advancement, Augmentation, and Reduction as an Adjunct to Rhinoplasty.

The contents in this publication of Facial Plastic Surgery Clinics devoted to nasal reconstruction include: Anatomy and Physiology, General Concepts in Nasal Reconstruction; Reconstruction of the Dorsal and Sidewall Defects; Reconstruction of Nasal Tip and Columellar Defects; Reconstruction of Alar Defects; Transposition Flaps in Nasal Reconstruction; Bilobed Flaps in Nasal Reconstruction; Glabellar Flaps in Nasal Reconstruction; Melolabial Flaps in Nasal Reconstruction; Forehead Flaps in Nasal Reconstruction; Microvascular Flaps in Nasal Reconstruction; Options for Internal Lining in Nasal Reconstruction; Cartilage Grafting in Nasal Reconstruction; Complex Nasal Reconstruction: Two Case Studies

In a seemingly perfect world plagued with a devastating secret, a deceitful villain poses an invisible threat. A determined hero discovers a dark mystery and sets out to find then expose the truth. Set in the year 2060, in the new global perfect country called The NUWE, Unique is just another person living in The Town. One day, she decides to change her life. She organizes a peaceful rebellion against ignorance and unawareness by teaching the people around her the important information that nobody knows because the information was banned. Risking being banished from The NUWE, Unique and her friends hope for the best but prepare for the worst.

This book serves as a platform for educators and researchers to unite educational technology and social justice. While educational technology is a rapidly changing and progressive field of research and practice, it remains largely separate from education for social justice. Current literature about educational technology is often approached from a technical, how-to perspective that emphasizes ways to implement technology into the classroom. Technology is often viewed as inevitable, yet neutral and value-free. Educational technology, however, is anything but neutral. The contributors collectively advance a hopeful discourse by exploring the potential of technology as a vehicle to transform and emancipate, while not forgoing a critically reflective measure of self-conscious critique of our own role as educators, students, or scholars in oppressive silences, constraints and conditions. This edited collection makes an important and unique contribution to the field, as it will be the first published volume to detail research, theory, and practice regarding student use of technology in achieving liberatory aims since IAP’s 2009 publication, ICT for Education, Development and Social Justice.

The fields of educational technology and social justice are vast and applicable in many domains, including teacher education, graduate programs, and K-12 education. This work is intended to appeal to a diverse academic and professional audience of K-12 teachers, teacher educators, educational technology and social justice scholars, and policy makers. Scholars and academics instructing graduate-level educational technology courses can reference this edited collection as the most current text on socially just educational technology. Educational practitioners from teacher education programs and the K-12 sector may use this book as a source of ideas and inspiration to incorporate student use of technology toward emancipatory aims. This title could be adopted as a course text for both undergraduate and graduate education courses in: media literacy, digital literacy, distance education, education for social justice, and teacher preparation, and educational technology courses. Readers will also be able to use the book as a guide when critically analyzing their own professional practice, whether it is in research, working with K-12 students, or preparing future educators or scholars.