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Ph. D Application. Bienen School of Music. Applying for the Ph. D Degree. Applicants should begin by completing and submitting the online application via The Graduate School. The Ph. D is administered by The Graduate School but is taught by Bienen School faculty. Applications for the Ph. D in Music Education, Musicology and Music Theory/Cognition are due December 1, 2. [email protected]. English; English PhD Program; Theatre and Drama PhD Program; Person: Academic. Graduate Program in Communication Studies. Program: Students must be. Northwestern Home Northwestern Calendar: Plan-It-Purple. Kellogg Doctoral Program. 1565 (Northwestern), no. Kellogg School of Management at Northwestern University. The Full-Time Program provides several distinct and immersive paths to earning your MBA. The Screen Cultures Ph.D. PhD in Learning Sciences Program. The Learning Sciences doctoral degree program prepares graduates to advance the understanding and practice of teaching and learning. Main application data for Ph. D programs in Music at Northwestern are accepted through the online application system administered by The Graduate School. In addition to completing the online application form, candidates should submit/upload the following: CV or musical r. Official scores must be taken no more than five years before the intended quarter of entry and must come directly from the Educational Testing Service (ETS). Personal copies are not considered official, nor are attested or notarized copies. Please instruct ETS to send scores electronically to the Northwestern University Graduate School, code 1. Certifying English Proficiency (TOEFL, IELTS). Much of your success in graduate study will rely on your ability to understand, read, write, and speak English. If your native language is not English, you must certify your proficiency in the English language in one of the following three ways: Provide official scores electronically for either the TOEFL or IELTS exam. The test must be taken no more than two years before the intended quarter of entry. For example, to be considered valid for Fall 2. TOEFL scores must be no older than September 2. For the TOEFL, you must score 5. For the IELTS, you must receive a score of 7. You will be asked to scan and upload a copy of your score report (if available) while submitting your online application. This uploaded version is not considered “official” and will be used only for preliminary review purposes until your official scores have been received from ETS or IELTS. Provide official transcripts verifying an undergraduate degree from an accredited four- year institution or equivalent, where the language of instruction is English. Provide official transcripts verifying a graduate degree from an accredited institution where the language of instruction is English. Official transcripts. Submit official transcripts from each post- secondary institution you have attended. The transcript must record all courses taken, all grades received, and all degrees earned. These must be scanned into your application—The Graduate School will not accept mailed copies of your transcript(s) during the admission process. Official mailed copies will be requested should you gain acceptance to the Ph. D program. Letters of recommendation. At least two letters of recommendation are required, and you will be prompted to enter your recommender information during the online admission process. Program- specific Required Materials. The Ph. D is offered in the areas of Music Education, Musicology and Music Theory/Cognition. In addition to the requirements listed above, you are required to submit the following materials for your intended area of study. Music Theory and Cognition. Provide one or more substantial research papers on a freely chosen topic that demonstrate your ability to write and conduct research in music theory and cognition at the doctoral level. Papers must include appropriate scholarly references. Musicology. Provide one or more substantial research papers on a freely chosen topic that demonstrate your ability to write and conduct research in musicology or ethnomusicology at the doctoral level. Papers must include appropriate scholarly references. Music Education. Provide an essay discussing the following: Of the issues, problems, and trends currently discussed in the field of music education,Which do you think are the most important issues for the future? How do you envision becoming involved in leadership activities which address these issues? How will your study here enhance your goals? You may choose to submit a sample of several representative clips of your teaching, totaling no more than 3. During at least one of these teaching episodes, demonstrate your musicianship by using your primary instrument or voice to model for students. This musical example should be lengthy and demonstrate the quality of your musicianship. Please attach a brief description of the setting and your goals for each teaching episode. This video will be uploaded to a supplementary online form that will be available soon. Example of scholarly writing. This could be something from a previous writing project (e. MA thesis or research paper). You should upload these materials to the online application via The Graduate School. However, if you are unable to upload the materials to the application due to a large file size or an unconventional format, you should upload these supplemental materials to the Office of Music Admission and Financial Aid. Digital media can be sent via flash drive or DVD. If you wish to link to media on your personal website or private You. Tube channel, please upload these links with an explanatory document to your online application. Emailed attachments and/or emailed links to external sites will not be accepted. Mailed materials should arrive in our office by the application deadline of December 1. Please address all mailed materials to. Office of Music Admission and Financial Aid. Attn.: Ph. D Application Processing. Arts Circle. Evanston, IL 6. For questions on submitting supplemental materials to the Ph. D, email us at musiclife@northwestern. Northwestern University does not discriminate or permit discrimination by any member of its community against any individual on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity, gender expression, parental status, marital status, age, disability, citizenship, or veteran status in matters of admission, employment, housing, or services or in the education program or activities it operates. For More Information. Program statistics. TOEFL information. Ph. D curriculum. Request information from the Bienen School of Music. Ohne Brille bis ins hohe Alter : B. Wenn man nun zuviel, zuwenig, das falsche, zur falschen Zeit (in Mitteleuropa am h.
Das vorgeburtliche Qi hat man von den Eltern geerbt und es wird nicht wieder aufgef. Sind sie nicht ausreichend gen. Das Blut wird in Ruhezeiten in der Leber gespeichert, daher ist die Sache mit dem Leber- Blut wichtig. Diese Angaben, die ein TCM- Therapeut feststellen kann, z. Bei Leberblutmangel schlafen die Gliedma. Kurzfristig bringen AKupunktur und chinesische Kr. Ohne Brille bis ins hohe Alter German by Harry Benjamin. Ohne Brille bis ins hohe Alter German Harry Benjamin ebook Format: pdf Page: 110 ISBN: 3762607001. Ohne Brille bis ins hohe Alter German. Und setzen Sie bitte unbedingt in den Betreff Ihrer eMail. Ohne Brille Bis Ins Hohe Alter Pdf DocumentFamily Medicine Residency - Rush- Copley Medical Center. With great excitement, I welcome you to the Rush- Copley Family Medicine Residency Program. What a time for family medicine! Family medicine is the specialty that provides “continuing, comprehensive, compassionate, and personal care provided within the context of family and community.” Years after graduating residency, I understand that definition is more than just a string of nice sounding words thrown together by the Future of Family Medicine Report. Discussion in 'Family Medicine' started by fsurix, 11.18.03. We are very excited to be developing, a state-of-the-art, unopposed Family Medicine Residency. Johnson, MD, FAAFP Program Director, Family Medicine Residency Graduate Medical Education Department Gwinnett Medical Center Have the latest. A transparent look into U.S. Read reviews and see ratings from program alumni. Choosing a residency program is one of the biggest decisions new physicians face in their careers. Those words have real meaning for me. To this day, I am still pleased with my decision to become a family doctor. It has given me a challenging career filled with joy, a sense of accomplishment, and both personal and professional satisfaction. I hope that you, too, will experience the same delight and satisfaction in Family Medicine. Congratulations on your decision to choose family medicine! Our program is strongly positioned to teach you to become a competent family physician. We’re a 4- 4- 4, unopposed, community family medicine program with Rush University Affiliation. A stable program, we just celebrated our 1. ACGME- accredited. As a resident, you’ll want the right balance between supervision and autonomy. Our robust evaluation process, supervision policy, real- time video monitoring and taped feedback sessions keep you will apprised of your growing competency level and opportunities for improvement. When seeing patients, the attendings and faculty “really allow you to step up and take care of our patients, but always have a helping hand when needed or a piece of advice that betters patient care,” says one of our residents. I’ll highlight some of the unique features of our program here and you are welcome to contact us for more information. Program Type: Residency Specialty: Family Medicine and OMT Address: 751 Liberty Street, Meadville, PA 16335-2559. Program is unopposed with direct physician-resident interaction on all rotations. Integrated OMM curriculum. Call is block nights with some.Our Family Medicine Center. As a family medicine resident, our family medicine clinic will be at the heart of your training and this is where you will see your own panel of patients throughout your three years of training. Our Family Medicine Center was the third clinic in Illinois to receive official recognition as a Patient Centered Medical Home (PCMH) by the National Committee on Quality Assurance. A few of our unique PMCH elements include same day sick visits, diabetes population management, group visits for diabetes, and referral tracking. Not only are we recognized as a PCMH, we were selected to participate in the Diabetes Master Clinician Program, a diabetes population management program that emphasizes education and team- based care in partnership with the patient in order to improve the quality of their care. After only 8 months of starting the program, we saw a significant improvement in our diabetic outcomes and our clinic received the honor of being a Center of Diabetes Excellence! We are excited about using these tools to ensure consistent excellence based on quality and patient safety metrics. As you can see, there is an emphasis on quality care. However, quality care cannot stand alone without a corresponding emphasis on patient safety. Interestingly, for many reasons of which you’ll learn during your time here, there is very little known about patient safety in the ambulatory setting and even less known about it in a residency training clinic. We started a Patient Safety Event Tracking project a few years ago. Our initial data was presented at the American Academy of Family Physicians National Program Director’s Workshop and the project is ongoing. We hope our research will positively contribute to improving patient safety in a family medicine residency training clinic. Our multidisciplinary team of healthcare providers allows additional opportunities to augment your learning and our patients’ care. Deepak Patel, a board certified sports medicine and family medicine physician, precepts sports injuries and orthopedic complaints in our clinic. I served on the faculty at Chicago prior to joining TFM in 1998.I have been involved in both the OB/GYN and Family Medicine Residency programs at Chicago in general. Welcome to the Family Medicine Residency program We are very excited to be developing a state-of-the-art Family Medicine Residency. Gwinnett Medical Center recognized a growing need for adequate primary care for this community. Why did you choose EPFM residency? To be part of the foundational structure of a new residency. It is a full-spectrum, unopposed program in a beautiful hospital located in a small town with big city access. Medical Interests: In-office procedures, continuity. Definitions of greenwood south carolina, synonyms, antonyms, derivatives of greenwood south carolina. Self Regional Healthcare also has an excellent family medicine residency program. The Greenwood Family Medicine Residency Program is located at the. The Christ Hospital Health Network includes our main Christ Hospital campus in Mt. Podiatric Medicine & Surgery Residency Program Nursing Residency Nursing Residency Critical Care FAQ Pharmacy Residency Program Pharmacy Residency. Several hands- on, practical musculoskeletal workshops will further refine your musculoskeletal exam techniques and diagnostic skills. You are welcome to join him at a high school football game where he serves as the sideline team physician. Leena Vajaria is a Doctor of Pharmacology and a board certified ambulatory care pharmacist. Vajaria provides comprehensive disease state management and recommendations for optimizing therapy. Our Hospital. Our hospital also provides an ideal setting for the inpatient experience. Our award- winning community hospital is known for its advanced medicine and provides an ideal setting for the inpatient experience. As an unopposed program, the opportunities for you to learn here are endless. Our residency and clinic are on campus and adjoined to the hospital. Even with the continued growth of our different institutes, we have retained that “small- town” atmosphere where everyone knows you by name. We are fortunate to have a Wound Care Center,on campus, located next door to our Family Medicine Clinic. The Center also has two hyperbaric oxygen chambers. Our open ICU offers tremendous learning when you work side by side our board certified intensivists and participate in multidisciplinary rounds. They are a great group of enthusiastic teachers! Like most community hospitals, we do not have an inpatient psychiatry unit. However, Rush- Copley Medical Center does have daily inpatient psychiatry coverage, another opportunity for collaborating and learning. Our Colleagues. It’s not just the technology, expertise, or facility that’s important, it’s also the people. They say it’s the people that make the place and I am exceptionally proud of our group. While there are many ways to describe the people at our program, our residents have done it the best: “People here have great work values and uphold them to the fullest” and there is “a fun- loving . We’ve been described by our residents as a “strong faculty who like to teach” with a “strong collegiality among residents and attendings.” We are thrilled and honored that some of our graduates are now teaching attending within our program. You’ll find that our faculty each have their own unique teaching style that facilitates your individual learning. Our residents are smart, knowledgeable, hardworking and fun- loving, an irresistible combination that leads to a supportive environment conducive for learning. Our clinic staff is dedicated to working with the residents, helping to teach as well as playing a valuable role on the healthcare team. Several of our staff have been here since the inception of our residency program! Our hospital medical and nursing staff are supportive of our residents and our teaching mission. Both are actively engaged in your training and a representative from each attends residency graduation each year to give the Resident of the Year Award. It is quite an honor for a resident to receive one of these coveted awards. Our Philosophy. We are committed to teaching you how to become the best family physician that you can be. Our philosophy on residency education is one of active learning. I always joke a bit with the residents that in medical school, you are relatively “spoon fed.” Here, we’ll show you how to pick up the spoon and do it yourself! This is a time of supported experiential learning. Our goal is that by the time of graduation, you are a competent and qualified family physician, ready to practice quality and safe medicine independently. I invite you to learn more about our program and share the excitement we enjoy in being family physicians. Please explore our website and don’t hesitate to email or call if you have any questions. That said, I did a fair amount of looking at FP programs in my first and second year and came to the conclusion that for someone interested in rural practice an unopposed program would really be the best option. I suppose that someone interested in purely outpatient in a suburb might be successful after training in an opposed program although I didn't give this path much thought as it wasn't one I wanted to pursue. Now I'm a Med- Peds resident at a University program with strong Med- Peds, EM, Medicine and Pediatrics programs. We also have residencies in Surgery, Psychiatry, and OB and a very opposed FP residency. I realize that the FP residents at our institution are probably not representative of FP residents across the country and that this program is probably not a top choice for FP but I'm seriously scared that our FP residents are allowed to admit patients to the hospital. Initially I thought it was perhaps wrong of the system to not allow them to admit at our county hospital (a level one trauma center, and tertiary referral center for critical care and burns) or our University Medical Center but now I wonder if this is perhaps for the best.)Again I don't mean to knock FP, one of my good friends and medical mentors is a program director and I'm sure his residents would never run away from the bedside of their patient who was coding (and nearly trample the responding medicine code team on their way out the door). I've been in multiple situations where I've needed to put in lines or intubate the FP service's patients because their residents were either unable to try or had tried and failed (in my opinion rural providers need to be comfortable with airway management and be able to establish access at the bare minimum). At this point the patients are usually transferred to a closed ICU where the FP team continues to follow but since their staff resents the closing of the ICU (this happened about 4 years ago and before I started residency but considering this is the same staff that have been mad at the ICU team because they did not continue the outpatient lasix dose of one of their patients with severe sepsis on a norepinephrine drip) the FP residents do not have an opportunity to learn from the ICU team (although in the above example I did try to explain the benefits of aggressive volume resuscitation and ionotropic support in sepsis to the FP intern). Perhaps this FP program is an outlier however I heard similar stories from colleagues at other university programs (in various specialties) with opposed FP programs. I just really don't see how FP residents at opposed programs learn how to take care of sick adults (and please don't even start on children- -the disparity seems to be even greater there). I realize that some FP grads have no desire to take care of sick patients (and I'm all for preventive medicine so I applaud their efforts ) these grads may do well in opposed programs but FP grads who intend to work in rural areas really need to train in unopposed programs. AMERICAN UNIVERSITY OF ARMENIA.Red Jews - Wikipedia, the free encyclopedia. The Red Jews were a legendary Jewish nation that appear in vernacular sources in Germany during the medieval era until about 1. According to these texts, the Red Jews were an epochal threat to Christendom, and would invade Europe during the tribulations leading to the end of the world. Andrew Gow studied the original German language texts and concluded that the legend of the Red Jews was a conflation of three separate traditions: the Biblicalprophetic references to Gog and Magog, the Ten Lost Tribes of Israel, and an episode from the Alexander Romance, in which Alexander the Great encloses a race of heathens behind a great wall in Caucasus. These traditions had some overlap already; Gog and Magog are among the nations trapped behind the wall in the Alexander Romance, and the only ones named in the version of the story appearing in Qur'an. Suraal- Kahf (The Cave) 1. The Travels of Sir John Mandeville explicitly associates the confined nations with the Ten Lost Tribes. Many pamphlets circulated interpreting such events as the rise of Turkish power in the context of the legendary Red Jews. Philipp Melanchthon, for example, claimed that the Ottoman Turks and Muslims were the Red Jews. Kevin Alan Brook, among others, speculated, but could not conclusively prove, that the legend of the Red Jews was actually based on misremembered accounts of the Khazars. Indeed, in Expositio in Matthaeum Evangelistam, Christian of Stavelot refers to the Khazars as Hunnic descendants of Gog and Magog, as well as having been . Download and Read Gods Sages And Kings Gods Sages And Kings Title Type gods sages and kings PDF among the gods chronicles of kings 5 lynn austin PDF in the company of sages PDF saga of the sages PDF indian saints and sages. List of Ukrainian rulers - Wikipedia, the free encyclopedia. This list encompasses all rulers and leaders of what is today Ukraine, from ancient to modern times. The same forces that orchestrated the various Http:// The Red Blazer Girls: The Ring Of Rocamadour Slide Rule History Prologue. In the 16th Century, engineering design as we know it today. Among these are many types of specialty slide rules developed and made for specific applications such as chemistry, surveying. Pressure Ulcer Prevention and Management Aloma “Cookie” Gender, MSN. Measurements should be done on. 25, 2008, from www.npuap.org/documents/PU Other medieval sources consider various connections with the Lost Tribes, and they are described in Arabic sources as having red hair, a trait associated with the Devil in medieval Germany and possibly the source of the term . Alexander's Gate, Gog and Magog, and the Inclosed Nations. Cambridge, MA: Medieval Academy of America, 1. Brook, Kevin Alan. Rowman & Littlefield Publishers, Inc, 2. Christian of Stavelot. Exposito in Matthaeum Evangelistam. Gow, Andrew C. The Red Jews: Antisemitism in an Apocalyptic Age, 1. Brill, 1. 99. 4. Rabb, Theodore . Harbison, Princeton University Press, 1. Choose and change their rulers; and because they believe that their governing institutions operate. The box may compare a political event to reports about it in the news. Http:// http:// http:// http://www.youlibrary.co/red/among-the-gods-chronicles-of. Territory until about the fifth century A.D. The only direct reference to the population of Sri Lanka under the. Among the delegates were a large percentage of Jews. Robert Wilton's List of the Rulers of Soviet Russia. Creating the Myth by LInda Seger. This Article Creating the Myth by Linda Seger. When starting out Seger, explains the relative theory. When in fact. most of us aren’t going to be shooting bad guys like Clint Eastwood in the old. Creating The Myth Linda Seger Pdf ViewerLINDA SEGER, Creating the Myth: The Hero Myth: The Healing Myth: Combination Myths: Archetypes “Mythic” Problems and Solutions. The Magic of the Anti-Myth: Bibliography: Questions: RICHARD CORLISS, The Gospel According. Hero Myth Film Analysis. Hero Myth Film Analysis. Only available on StudyMode. In Linda Seger’s “Creating the Myth”, she argues there are 10-points into creating every “hero myth”. Making a Good Script Great has 583 ratings and 38. I will say this book by Linda Seger certainly has packed a lot of information in . West. Bringing up Clint Eastwood, Seger acknowledges him as a Hero in mythology. All of this meaning is that like the original heroes such as in the film. Star Wars, the hero has transformed itself into being not only the good guy. As opposed to this argument. The Healing Myth” (3. Lastly, “Combination Myths” (3. CCCrrreeeeaaaattttiiiinnnngggg tttthhhheee MMMMyyyttthhhh bbbyyyy LLLiiinnnnddddaaaa SSSSeeeeggggeeeerrrr All of us have similar experiences. We share in the life journey of. In Linda Seger's 'Creating the Myth', she describes what myths are and what makes myths. She briefly discusses the 'Hero Myth' which are ten things that. According to Seger, a myth is a 'story beneath the. The Annotated Bibliography. Linda Seger is a script consultant and a screenwriting coach who has published several books about scriptwriting. Summary: Compares Linda Seger's 'Creating the Myth' to the classic French story of 'Beauty and the Beast.' Describes the steps involved in creating a hero of a story. Contends that Beauty and the Beast has within it an. As. explained by Seger in the film Ghostbusters, by trying to decontaminate the. New York City, it does just the opposite. With good intentions. New York City in the dreadful hands of the. Marshmallow Man. Only to come would be the Ghostbusters who would save New York. City and replenish and harm they may have accidentally caused proving that “When. Strange in the Neighborhood, Who you gonna call. All this means is that the main idea of this article. Clint Eastwood, the. The relationship between Myth and fact is that Myth is just what you read, see, hear, and watch. Facts are not opinions and tell the story of the actual events of what happened. A fact can tell the story of Myths only if those Myths actually took place. The way “more than true myths” may become problematic is because outside of screen writing it is visual so if the myth is wrong, then it has to be proven or given to show that it is in fact a true myth.
Our Residents - Otolaryngology Residency Program - Prospective Residents - Graduate Medical Education - Education. Priya Kesarwani, MDUndergrad: University of Western Ontario, London, Ontario, CANADAField of Study: Health Sciences & Psychology. Medical School: St. Louis University School of Medicine, St. Louis, MO. Mark Merkley, MD, Ph. DUndergrad: Brigham Young University, Provo, UTField of Study: Microbiology. Medical School: Medical College of Georgia School of Medicine. Katherine Rieth, MDUndergrad: University of California, San Diego, La Jolla, CAField of Study: Cultural Anthropology.
Medical School: University of Hawaii, John A. Burns School of Medicine, Honolulu, HI. Joseph B. Vella, MD, Ph. DUndergrad: Pomona College, Claremont, CAField of Study: Chemistry. Medical School: University of Pittsburgh School of Medicine, Pittsburgh, PA. Nadeem Kolia, MDUndergrad: Duke University, Durham, NCField of Study: Biomedical Engineering & Electrical and Computer Engineering. Residency as an opportunity for advanced training in a medical or surgical specialty evolved in the late 19th century from brief and informal programs for extra training in a special area of interest. Medical School: University of Pittsburgh School of Medicine, Pittsburgh, PA. Isaac Schmale, MDUndergrad: University of California - Santa Barbara, Santa Barbara, CAField of Study: Biological Sciences. Medical School: Keck School of Medicine at the University of Southern California, Los Angeles, CA. Weitao Wang , MDUndergrad: University of Virginia, Charlottesville, VAField of Study: Chemistry. Medical School: University of Virginia School of Medicine, Charlottesville, VA. Sarah Lookabaugh, MDUndergrad: Tulane University, New Orleans, LAField of Study: Cell and Molecular Biology/Art History. Medical School: Tulane University, New Orleans, LA. Stephanie Wong, MDUndergrad: Boston University, Boston, MAField of Study: Medical Science. Medical School: Boston University School of Medicine, Boston, MA. Paul Lambert, MDUndergrad: University of Notre Dame, Notre Dame, INField of Study: BS, Biochemistry. Medical School: University of Chicago Division of the Biological Sciences The Pritzker School of Medicine. JP Manning, MDUndergrad: Brigham Young University- Idaho, Rexburg, Idaho. Field of Study: BS, Biology with a Minor in Chemistry. Medical School: University of Washington School of Medicine. Daniel Martin, MDUndergrad: University of Michigan, Ann Arbor, Ml. Field of Study: BBA, Business. Medical School: Ohio State University College of Medicine. Department of Otolaryngology and Communication Enhancement at Boston Children's Hospital - Overview. Characteristics of children diagnosed as having coagulopathies following posttonsillectomy bleeding. Arch Otolaryngol Head Neck Surg. Jan; 1. 37(1): 6. Johnson RF, Cohen AP, Guo Y, Schibler K, Greinwald JH. Genetic mutations and aminoglycoside- induced ototoxicity in neonates. Otolaryngol Head Neck Surg. May; 1. 42(5): 7. Hopkins BS, Johnson KE, Ksiazek JM, Sun G, Greinwald JH, Rutter M. H1. N1 influenza A presenting as bacterial tracheitis. Otolaryngol Head Neck Surg. Apr; 1. 42(4): 6. Kothiyal P, Cox S, Ebert J, Husami A, Kenna MA, Greinwald JH, Aronow BJ, Rehm HL. High- throughput detection of mutations responsible for childhood hearing loss using resequencing microarrays. Feb 1. 0; 1. 0: 1. Propst EJ, Greinwald JH, Schmithorst V. Neuroanatomic differences in children with unilateral sensorineural hearing loss detected using functional magnetic resonance imaging. Arch Otolaryngol Head Neck Surg. Jan; 1. 36(1): 2. Kothiyal P, Cox S, Ebert J, Aronow BJ, Greinwald JH, Rehm HL. An overview of custom array sequencing. Curr Protoc Hum Genet. Apr; Chapter 7: Unit 7. Lee KH, Larson DA, Shott G, Rasmussen B, Cohen AP, Benton C, Halsted M, Choo D, Meinzen- Derr J, Greinwald JH Jr. Audiologic and temporal bone imaging findings in patients with sensorineural hearing loss and GJB2 mutations. Mar; 1. 19(3): 5. Greinwald J Jr, Cohen AP, Hemanackah S, Azizkhan RG. Massive lymphatic malformations of the head, neck, and chest. J Otolaryngol Head Neck Surg. Apr; 3. 7(2): 1. 69- 7. Schraff SA, Schleiss MR, Brown DK, Meinzen- Derr J, Choi KY, Greinwald JH, Choo DI. Macrophage inflammatory proteins in cytomegalovirus- related inner ear injury. Otolaryngol Head Neck Surg. Oct; 1. 37(4): 6. Vijayasekaran S, Halsted MJ, Boston M, Meinzen- Derr J, Bardo DM, Greinwald J, Benton C. When is the vestibular aqueduct enlarged? A statistical analysis of the normative distribution of vestibular aqueduct size. AJNR Am J Neuroradiol. Jun- Jul; 2. 8(6): 1. |
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